Resources

The Knowles Inquiry Modules guide teacher groups through a self-paced professional inquiry process. Across five modules (developing questions, considering data, collecting data, analyzing data, and sharing outcomes), educators collaboratively examine and refine their teaching practices. The framework promotes reflection, critical friendship, and continuous professional growth through structured yet flexible inquiry cycles.

The Knowles Teacher Initiative Hand Identity Activity is a reflection tool, adapted from Facing History and Ourselves, that supports educators in exploring self-perceptions and others’ perceptions. Teachers can use this activity to reflect on identity, share insights with colleagues, and consider how differences between self-view and external perception shape classroom and collegial interactions.

This blog offers three teacher-developed principles for leading transformative learning with colleagues. Readers will learn how honoring teacher expertise, respecting classroom contexts, and inviting critical reflection create spaces where educators thrive—and where leadership ripples outward to the field.

How do early-career teachers develop as teacher leaders? What do they need to understand about their schools and systems to do so? In their final Fellowship year, Knowles Fellows study schools as systems and share stories of leadership in action. This blog shows how knowledge sharing turns everyday teacher insights into leadership that ripples outward—impacting colleagues, schools, and the profession.

What are some impacts of new teachers prioritizing the wisdom of veteran colleagues? This blog explores how intergenerational collaboration not only sustains early-career teachers but also strengthens the fabric of schools as professional learning communities.