2025 was not just another year; it marked the beginning of a new chapter in my journey as an educator. I started the year at Morgantown High School in Morgantown, West Virginia, proudly serving as a classroom teacher, academic coach, and department chair. It was a great school, and I loved my work there. But in early 2025, an opportunity arose that I could not pass up; the chance to become the Secondary Social Studies Coordinator at the West Virginia Department of Education. This was my dream role because it allowed me to combine my passion for teaching with my commitment to leadership, giving me the opportunity to help shape the direction of social studies across the entire state. Confident that I had the skills and drive to make a difference, my family and I moved 150 miles to Charleston, where I began this new and exciting chapter guiding social studies education statewide.
From day one, I was plunged into a massive project: unveiling our revised West Virginia College and Career Readiness Standards (WVCCRS) to educators for four summer sessions. The standards were going to go into effect for the next school year, and my job was to create sessions that not only helped teachers understand the revisions but also sent them home with something tangible for their classrooms. As I read the standards line by line, what leapt off the page wasn’t the specific content- dates, names, and events vary by grade level and by course- but the indicators that operationalize our K-12 standards: develop questions through investigations, apply disciplinary concepts and tools, evaluate sources and use evidence, communicate conclusions, and take informed action.
In other words, the Inquiry Arc of the Inquiry Design Model (IDM).
For nearly a decade, these indicators had been part of our standards, yet teachers were rarely given professional learning opportunities to use them as a framework for instruction. Having used inquiry in my own classroom, I knew how powerful it could be. The question became: could we bring this to life for teachers across our state?
Preparing for a Statewide Shift
I dove headfirst into all things IDM- immersing myself in every piece of IDM literature, guiding, supporting, and assisting facilitators for each course we offer to lead these summer sessions, adapting the blueprint to align with West Virginia’s unique standards and initiatives, and building a plan for the summer rollouts. Over two and a half days, educators would develop a full inquiry framework rooted in our state standards. This had never been attempted at such a scale in our state’s history.
When the first session began in late June, I got very nervous. My mind raced: What if teachers hate this approach? What if this plan flops? Should I have gone another route? I decided the only cure for my spiraling thoughts was to walk through the rooms where the sessions were happening and watch the work unfold.
What I saw left me speechless.
Teachers were deeply engaged throughout the sessions- asking questions, sharing ideas, and building inquiries that played to their strengths. Many noted how this work resonated with them as they imagined bringing it into their own classrooms. They especially appreciated the flexibility of crafting a framework rather than being locked into a rigid unit plan. Several remarked that inquiry felt far more accessible when designed as a three to five class period experience that would occur two to four times per year, rather than a daunting month-long project or a total classroom overhaul.
Educators also saw inquiry as a practical way to address all dimensions of the standards- Civics, Economics, Geography, and History- particularly those, like Economics, that are often less emphasized. One participant shared, “It was wonderful that you allowed us the time to really dig into this Inquiry model. A half-day would never have been enough.” Another added, “The use of this instructor ensured we left with mastery of the inquiry model and knowledge of our standards. I really like this model.”
By the final day, the energy in the room was nothing short of inspiring.
Trailblazers in West Virginia Studies
One of the most exciting moments came from our West Virginia Studies teachers, who realized that no inquiries had ever been developed on c3teachers.org or anywhere else for their 8th-grade course. They became trailblazers- designing inquiries on WV statehood, the WV Mine Wars, and even on Mothman and Appalachian folklore. These weren’t just fun side projects; they were deeply tied to understanding the cultural and historical identity of our state while simultaneously teaching important thinking skills from our standards.
After four sessions this summer, we now have nearly 100 educator-created inquiries. The next step is to refine and publish a selection of these on our state website, making them accessible for teachers across West Virginia to use and adapt. This work will go through a peer-reviewed revision process to ensure quality, alignment to the WVCCRS, and classroom readiness.
The Road Ahead
I’m realistic in understanding this summer’s participants represent only a fraction of our educators. But the momentum is real. If this year has taught me anything, it’s that the world cares deeply about social studies. Parents, communities, and stakeholders alike want students to grapple with complex issues, explore multiple perspectives, and graduate students who are critical thinkers ready to participate in our representative democracy.
Teachers want these same things, and furthermore, they want their students engaged. In the post Covid world, educators frequently remark on the lack of engagement students seem to have for social studies. This summer, teachers quickly realized that inquiry is a powerful catalyst for that engagement that has been lacking.
The challenge now is to expand our reach, keep the energy alive, and make inquiry a cornerstone of social studies in every West Virginia classroom.
We’re not just teaching content, we’re shaping curious, thoughtful citizens who will write the next chapters of our state’s, and our nation’s, story. What I’ve learned from this wild and wonderful year is simple: empower teachers to teach through inquiry, and you unleash the kind of curiosity and courage that shapes the world to come.
