Introduction
In International Baccalaureate (IB) schools, excellence in teaching doesn’t happen by chance—it grows from intentional reflection, collaboration, and inquiry. The IB framework encourages teachers to see themselves as lifelong learners, constantly investigating their practice to improve student outcomes.
Embedding professional inquiry into departmental growth allows teachers to turn curiosity into structured action. It shifts professional development from isolated workshops to meaningful, evidence-based exploration rooted in real classroom experiences. This article explores how IB departments can integrate professional inquiry into their development plans, creating sustainable systems of learning that mirror the IB philosophy itself.
Quick Start Checklist
For IB department heads looking to implement professional inquiry cycles:
- Identify department-wide inquiry questions linked to teaching and learning goals.
- Provide time and structure for teachers to investigate, reflect, and share findings.
- Use IB frameworks (ATL, ATT, and learner profile) to guide inquiry focus.
- Encourage data collection from student work, feedback, and observations.
- Build in opportunities for cross-department sharing and reflection.
- Celebrate and document growth across inquiry cycles.
What Is Professional Inquiry?
Professional inquiry is a structured process where teachers investigate questions about their own practice. It typically involves:
- Identifying a question – e.g., “How can formative feedback improve student self-management?”
- Collecting evidence – through lesson observations, student feedback, or assessment data.
- Analyzing and reflecting – identifying what worked and why.
- Implementing changes – refining strategies based on findings.
- Sharing results – so the department learns collectively.
This cycle mirrors the IB learner’s approach to inquiry—asking, investigating, reflecting, and taking informed action.
Why Professional Inquiry Matters in IB Schools
Professional inquiry aligns perfectly with the IB mission of developing reflective practitioners. It helps teachers:
- Deepen reflection: Inquiry transforms reflection into action-oriented growth.
- Enhance collaboration: Teachers co-investigate questions that matter to their students.
- Promote evidence-based decision-making: Strategies are grounded in real classroom data.
- Strengthen alignment: Department goals connect to IB teaching principles.
- Foster innovation: Teachers feel empowered to experiment and share successes.
When inquiry becomes routine, professional learning becomes continuous and relevant.
Linking Inquiry to Departmental Goals
Every IB department has specific growth areas—perhaps improving inquiry-based learning, developing ATL skills, or refining assessment feedback. Embedding inquiry means linking these goals to teacher-led investigations.
For example:
- A Language department might explore “How can feedback loops enhance student reflection?”
- A Science department could investigate “What questioning techniques improve conceptual understanding?”
- A Humanities department might ask “How can we better integrate TOK-style discussion in lessons?”
By focusing on authentic challenges, departments ensure inquiry remains purposeful and impactful.
Structuring the Professional Inquiry Cycle
1. Define the Focus
Begin with a guiding question aligned to departmental priorities and IB values. Ensure it’s specific enough to explore, yet broad enough for individual interpretation.
2. Plan the Process
Set timelines and expectations. Teachers might document their progress using shared templates or digital portfolios.
3. Collect and Analyze Evidence
Encourage data gathering from multiple sources—student reflections, assessments, or classroom observations. The goal is to explore what strategies truly influence learning.
4. Reflect and Adjust
Schedule reflection meetings mid-cycle and at the end of term. These sessions should encourage open discussion and sharing of successes, struggles, and surprises.
5. Share and Scale
At the end of the cycle, teachers present findings to their peers or whole school. This promotes collective learning and spreads effective strategies beyond one department.
Creating a Culture of Inquiry
Embedding professional inquiry requires a shift in mindset—from compliance-driven development to curiosity-driven exploration. Leaders can nurture this culture by:
- Modeling inquiry themselves.
- Encouraging experimentation and risk-taking.
- Valuing questions as much as answers.
- Celebrating progress, not perfection.
Inquiry thrives when teachers feel trusted to explore, reflect, and adapt without fear of judgment.
Integrating Inquiry with IB Frameworks
Professional inquiry connects directly to the IB Approaches to Teaching (ATT) and Approaches to Learning (ATL) frameworks.
- Inquiry-based teaching: Teachers investigate how students engage with questions and problems.
- Collaboration: Inquiry projects are often team-based, reinforcing community learning.
- Reflection: Teachers evaluate their own practice using data and peer dialogue.
- Assessment as learning: Inquiry often focuses on how feedback supports growth.
This alignment ensures inquiry enhances both teaching and student learning outcomes.
Departmental Reflection Tools
Departments can use several tools to document and reflect on inquiry:
- Collaborative journals to capture insights and adjustments.
- Inquiry portfolios showcasing evidence of student learning changes.
- Department reflection rubrics aligned with IB principles.
- Learning showcases where teachers present inquiry outcomes.
Documenting inquiry builds institutional memory—valuable for accreditation and continuous improvement.
Overcoming Common Challenges
Departments may face challenges like limited time, uneven participation, or unclear focus. Solutions include:
- Embedding inquiry within existing meeting structures.
- Starting small—one question per team or grade level.
- Providing exemplars and templates to streamline documentation.
- Encouraging peer accountability through reflection sharing.
Gradual, consistent integration yields sustainable growth.
Why RevisionDojo Supports Professional Inquiry
At RevisionDojo for Schools, we believe professional inquiry is the most authentic form of professional learning. Our platform enables IB teachers to document reflections, share inquiry progress, and align growth with departmental goals. RevisionDojo helps schools turn reflection into visible improvement—one inquiry cycle at a time.
Frequently Asked Questions
1. How is professional inquiry different from traditional PD?
Traditional PD often provides information; professional inquiry generates insight. Teachers drive the process by exploring questions that directly affect their classrooms, making learning more personal and impactful.
2. What kind of evidence should teachers collect?
Evidence can include lesson observations, student feedback, self-assessments, assessment results, and reflection notes. The goal is to understand how teaching decisions influence learning outcomes.
3. How can departments maintain momentum after the first cycle?
Build continuity by linking one inquiry cycle to the next. Reflect on lessons learned, refine questions, and share outcomes at staff meetings or PD days to inspire future cycles.
Conclusion
Embedding professional inquiry into departmental growth transforms professional learning from something teachers attend into something they live. It encourages curiosity, collaboration, and reflection—all essential components of the IB philosophy.
When teachers continually question, test, and reflect on their practice, departments evolve into true learning communities. In doing so, they model the very inquiry-driven mindset that the IB aims to instill in every student.
