Professional Presentation

The professional presentation, titled Improving Questioning Practices Through Data- Driven Reflection, was conducted at Meeting Street Brentwood Elementary and Middle School during a professional development on Tuesday, March 10, 2026 for a team of 5th grade English Language Arts teachers. The purpose of the session was to address a documented gap in questioning practices by supporting teachers in analyzing their instructional discourse and increasing the depth and effectiveness of their questioning. 

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During the session, teachers used the TeachFX platform to analyze recordings of their instruction, examining patterns in teacher talk, student talk, and questioning strategies. Teachers collaboratively reviewed data, identified trends and gaps, and engaged in structured discussion using “notice and wonder” protocols. The session then transitioned into application, where teachers explored Depth of Knowledge (DOK) levels and planned upcoming lessons with intentional questioning strategies tailored to different groups of students.

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Lessons Learned

1. Data-driven reflection is highly impactful for teacher learning

One of the most successful aspects of the session was the use of TeachFX data to ground the conversation. Since teachers were analyzing their own instruction, discussions were authentic, specific, and immediately applicable. This aligns with principles of effective professional development, where learning is most meaningful when it is job-embedded and directly connected to practice.

 

2. Structured collaboration deepens professional learning

Using a “notice and wonder” protocol helped guide discussion and ensured that all teachers engaged meaningfully with the data. This structure promotes reflective dialogue and allows teachers to identify patterns such as overuse of certain questioning types or missed opportunities for student discourse. It reinforced the importance of intentional facilitation in professional learning environments. 

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3. Academic language consistency is critical for rigor and clarity

A key insight that emerged during the session was that simplifying academic vocabulary to “help” students can actually lead to confusion and reduced rigor. Teachers recognized that maintaining consistent academic language supports both clarity and student understanding. This realization shifted how teachers approached questioning and instruction, emphasizing precision and consistency. 

 

4. More time for pre-work would increase depth of learning 

One area for improvement is the incorporation of pre-work prior to the professional development session. While the session was productive, additional time could have been spent going deeper into designing higher-quality questions and anticipating student responses. Providing pre-work, such as initial data analysis or reflection, would allow for more advanced application during the session. 

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5. Balancing structure with flexibility enhances facilitation 

While the session was well-received, reflection revealed that the facilitation may have been slightly procedural at times. In future sessions, allowing more space for organic discussion and teacher-driven inquiry could further enhance engagement and deepen learning. Striking a balance between structure and flexibility is key to effective professional development.