Ongoing teams used the institute to examine the impacts of the practices they implemented during the year on their practice, their peers’ practice, and their students’ learning. They used the reflective process to plan for the upcoming year. Teachers brought data on topics related to assessment and we had conversations about intended and unintended consequences of high stakes testing and disaggregating performance data.  We examined and developed alternative forms of assessment to empower teachers and students to examine work to represent self-directed learning. We created a context in which teachers thought deeply about their practice and the impact on the lives of the students they teach, through a process of team based collaborative inquiry.