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Crowder's Creek teachers say inquiry labs boost student ownership, district sharing
Summary
Clover School District teachers from Crowder's Creek Elementary described inquiry labs that showcased student voice, flexible learning and data tracking; presenters said the labs led to rapid classroom changes and cross-district teacher collaboration.
Crowder's Creek Elementary teachers told the Clover School District board that a recent inquiry lab highlighted classroom practices meant to foster student ownership, resilience and teacher collaboration.
The presentation, led in part by media specialist Joanne Piazza, said the inquiry lab let visiting teachers observe “strategies that we have been using throughout the session,” including data tracking, goal setting, student voice and flexible learning environments. Piazza said resilience is an instructional focus at the school and described short “check-in” prompts teachers now use: “What did you feel confident about today? What did you not feel confident about today? And how can you improve next time you’re here?” Piazza said these questions help students self-evaluate and “understand some of their challenges and how to overcome them.”
Presenters said the district inquiry-lab model gives visiting educators permission to ask students about their learning, and that students wore small signs to guide visitors’ questions. One presenter said teachers returned from other schools’ labs and implemented systems “for the very next day” after seeing different classroom models.
Speakers emphasized the labs’ effect on staff culture. The inquiry-lab team expanded from five volunteers to a 12-person impact team this year; presenters said that growth led more teachers to invite colleagues into classrooms and to continue interschool communication afterward.
Presenters also described outreach tied to the labs: two Crowder’s Creek staff joined the state’s “Make It Personalized Learning” podcast to discuss practices and takeaways for teachers beyond the district. The presenters thanked district administrators and the district innovation coach, Natalie Randolph, for supporting the work.
Board materials included photos and visitor feedback that presenters said aligned with the district’s personalized learning framework. Presenters requested continued district support for inquiry labs as a staff-development and recruitment tool.
Less critical details: the team said the inquiry lab visits included teachers from high school and middle school who had never been inside Crowder’s Creek; presenters called the opportunity “another reason that Clover School District is a destination district.”
