Inquiry-to-Action Teams

The Teachers College Inclusive Classrooms Project is supporting New York City educators and leaders to design flexible services for all students. During the 2017-2018 school year, TCICP will convene one year-long Inquiry-to-Action Team that meets once per month at Teachers College from 9AM to 2:30PM.

We are committed to the full participation of all educators.  Please let us know if we can provide specific accommodations to increase your access at

Learn more about the inquiry process.

2017-2018 Offerings

Assistive and Instructional Technology and Accessible Educational Material (AEM) (PreK-12)

In this inquiry team, we will explore a variety of new and old technologies that can help create dynamic learning opportunities for a wide range of students. We will work together to decide which tools work best to support students’ access to grade-level content and which tools can provide multiple means for students to show us what they know and can do. We’ll start with what participants already have in their schools and then learn new tools. Not only will we explore the tools and inquire in our own classrooms about what they can (and cannot) do, we will learn an integrated design approach for technological decision-making and develop expertise at making thoughtful pedagogical decisions based on what works best for our students’ learning. Overall, participants will learn ways to integrate technological tools in sustainable and inclusive ways. Teachers in this group will create digital representations of their work to be published in the spring.

Meeting Dates: 10/20, 11/17, 12/18, 1/12, 2/2, 3/23, 5/11

Registration is now open through the DOE. Interested participants should log into the Special Education Office’s learning management system using their DOE email and password and click on these offerings listed under the “Featured Training” tab as seen below:

The Inquiry Process




The yearlong collaborative inquiry process begins with TCICP inquiry-to-action team facilitators providing direct instruction regarding specific practices central to the inquiry-to-action team focus. At the same time, the inquiry-to-action team participants will begin to inventory and study the specific practices in their local sites (this may be an individual student level, a whole class level, or even a whole school level). Throughout the year-long cycle, teachers share and analyze their individual data and begin to draw connections and implications for practice across contexts. The goals of this program are to support educators to organize curriculum and instruction to maximize the participation and learning of all students in the classroom. Teachers will carefully collect and study student engagement and learning through data analysis and then will collaboratively make connections and share implications for their work. In addition, this will serve to deepen the pipeline of teacher leaders.