1. Document your hours (time spent working on your inquiry outside of the IU meetings)
Each CIG has a documentation form- see your facilitator for help
2. Document your process (the unsorted collection of snapshots) – collect artifacts, journal entries, etc. that document your process during your inquiry
Each CIG group will determine where they would like to document each individual's process
3. Document your story (product) – the scrapbook version of your journey – this documentation should demonstrate a logical, visible organization that shows the relationship between ideas and tells the story of your learning this year. Your target audience should be people who are hearing about Arts Educator 2.0 for the first time.
Individuals: on the wiki
Group: on the wiki and the IU Ning

Arts Educator 2.0 and the Role of Documentation

NOTE: The following is a discussion of the documentation focus for this year. If you would like the link to document your hours please go here:

Documentation exists in many varied forms and formats, and the characteristics of any example of documentation vary depending upon the role and purpose of the documentation. Documentation for the purposes of Arts 2.0 actually can be considered in two possible contexts based on role and purpose:

Process – Documentation is a valuable tool in the process of inquiry.

Documentation can become a powerful tool to facilitate communication, reflection and re-evaluation. As teachers record and reflect on their teaching, valuable insights are gained through reflection. When documentation is shared between members of a collaborative inquiry group, and comments and dialogue are encouraged, further insight may be gained. Involving students in the process of recording and reflecting on their work can add yet another dimension and further deepen learning for both student and teacher. As a part of the work of Collaborative Inquiry in the Arts Educator 2.0 course you will be asked to participate in a process of ongoing documentation of your learning.

This documentation as a part of the process is described in your course checklist as follows:

Documentation is simultaneously an ongoing process and a tangible artifact. Your documentation should:

  • occur at regular intervals over a period of time;
  • include thoughts, reflections, and actions;
  • provide detailed descriptions of personal experience with the investigation;
  • include unanswered questions and wonderings, inviting response from others;
  • use multiple modes of documentation (e.g., text, images, audio) that allow you to share your learning with others; and
  • be evidence of participation in a collaborative process (reflection on feedback from others, demonstration of your engagement in providing feedback to others).

Here are two examples of documentation as an ongoing process to give you an idea of the possibilities:

Making Learning Visible - Harvard’s Project Zero - Teacher involved in the Making Learning Visible project document and reflect using video, image and journal entries.

Ozarks Writing Project - Collaborative Inquiry between teachers working at a distance. Note the facilitator’s use of blogging and discussion forums as inquiry. __

Product - Documentation is also a way to disseminate and share information and learning.

At the close of Arts Educator 2.0 each Collaborative Inquiry group will be required to create a final documentation piece that will be displayed on the Arts Educator 2.0 Ning hosted by Intermediate Unit One. This Ning is meant to tell the story of our work in a tangible way- as artifact and evidence of teacher and student learning. In addition it will be used to share our work with the world through the internet, so it should be a repository of snapshots along the way that tell each group’s story as well as a part of the larger story of Arts Educator 2.0.

For this reason you will be asked to create a product that includes samplings of your work along the way and is representative of the group’s collaboration. This documentation should demonstrate a logical, visible organization that shows the relationship between ideas and tells the story of the outcomes of your group’s inquiry this year. Your target audience will be people who are hearing about the Arts Educator 2.0 project for the first time.

Here are two examples of documentation that is the product of an inquiry process:

Shelby County Schools Arts Infusion - Shelby County, TN - Shelby County schools document their work in Professional Development and Arts Integration for Arts Educators.

Building Thriving Communities of Practice by Dan Wood – Dan Wood’s blog makes use of visuals, narrative and other web2.0 tools to document his research into communities of practice using social media.
Shelby County Schools Arts Integration Site


Portfolios as Metaphors
Why document at all? What is the purpose of collecting student work samples, lesson plans, reflections, films of your students? This site is a great starting point for thinking through the process. It is specific to electronic digital portfolios- the process of collecting, sorting, designing and displaying the results of your labors. How do you choose from the artifacts you have assembled? Much like making a scrapbook- it starts with a plan. This site talks about ways to begin that plan that might inspire your design.

Documentation Examples

Examples of documentation including quantitative and qualitative data:

Examples of documentation from the Teachers Learning Network which utilize a standardized format of reporting that adopts a formal tone to add to rigor. Includes a summary of the teacher's findings and recommendations for change.

A Collaborative Inquiry Group and a Professional Learning Community uses a wiki for documentation of their learning process
highlights: documents the process with teaching tools and individual wiki pages
highlights: pay attention to how the group process is laid out

On line action research- documentation and data review.

Online collaborative group which uses coaching in an action research format. Of note is their use of videotaped lessons for comment and collaboration.

Miscellaneous Examples of Documentation using a case study or journal format:

Youth Learn Program Documentation
highlights: various after school projects document their work

University of Manchester Research Study
highlights: case studies and descriptions of the kinds of documentation and artifacts collected by the University of Manchester during their 3 ½ year study of the effectiveness of Museum Theatre as an educational strategy. Also links to their full research report:
Seeing it for Real: an investigation into the effectiveness of theatre and theatre techniques in museums

American Association of School Librarians qualitative research documentation sample
highlights: a detailed sample of rigorous data collection and documentation as part of a study of the impact of student use of graphic organizers on student learning and research

More great documentation examples:
anecdotal record keeping – best practice
digital portfolios to record professional development
teacher journals using online tools
blog used as advocacy, documentation, parent communication and classroom tool
Karl Gude’s teaching wiki – excellent use of tech tools for teaching and documenting student learning

Tips and Tools
Overview of action research cycle with a case study example.
Overview of qualitative research and documentation
Good suggestions for rigor in interviewing techniques
Suggestions and links for rigor in creating survey questions.
“Wait Just a Minute” Veracity Test Template, a tool for documenting, reflecting and refining a line of inquiry;col1
good discussion of the role of journaling in professional learning communities with references to research cited - EXCELLENT
discussion of the process of development of electronic portfolios for teaching including rubric suggestions for scoring
huge set of links to articles (scholarly and otherwise) about creating digital teaching portfolios


Qualatative Research Links
defining qualitative research – commercial site selling software
Qualitative research clearinghouse – a site at the University of Michigan
free resources for evaluating qualitative research programs
what constitutes credible evidence in evaluation and applied research – video and video highlights of a full day symposium
research journal forum site discussing data evaluation and documentation
the “documentation” section in this article about publishing the results of action research has a nice over view of the types of documentation that work