Date post: | 25-Dec-2014 |
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Education |
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Getting Started with Rounds
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Three Big Ideas of a PLC
Essential Characteristics of a PLC
Mission, Vision, Values, Goals
Collective Inquiry
Continuous Improvement
Collaborative Teams
Action Orientation
Results Orientation
Why Instructional Rounds?
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Why Instructional Rounds?
“You can’t change learning and performance at scale without creating a strong, visible, transparent, common culture of instructional practice.”
(City et. al, 2009)
Why Instructional Rounds?
Professional Learning Should Be:
Job embedded
On-going
Collaborative
Collective inquiry
Big Idea #1 - Everyone
Everyone involved is working on their practice 1
Big Idea #2 – The Core
Focus is the instructional core 2
Big Idea #3 - Improvement
Goal is to improve practice over time 3
Big Idea #4 – Know Thy Impact
Develop shared practices and a shared understanding of the
cause-and-effect relationship
between teaching and learning
4
The Instructional Core
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The Instructional Core
Improvement can occur through
changes in the relationship of
students and teachers in the
presence of content. Student
Teacher Content
Steps of the Rounds Process
1. Identifying a problem of practice
2. Observing in small groups
3. Debriefing as a group
4. Focusing on the next level of work
The Problem of Practice
A problem of practice is a statement that describes the instructional problem that a school is struggling with and that serves as a focus for classroom observations.
Observing
Use the ESMS observation protocol
Focus on our school’s identified problems of practice. Look for alignment with the four district NEE indicators.
Describe
Describe what you saw using specific, nonjudgmental language.
Analyze
Look for patterns across classrooms, giving names to categories and
patterns.
Predict
In light of your group’s evidence, predict what students are learning.
Predict
What should the school do or learn next? What should the observers do or learn next?
Avoiding “Scrub-like” Rounds
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Small Group Observations
Observation Norms
20 minute observation
Refrain from talking to teachers in class
Fine to ask students questions if it seems appropriate
Observation Reminders
Describe what you see.
What is the task?
What are students saying or doing?
Observation Reminders
Be specific – pay attention to the instructional core (teacher, student, content) and the evidence related to the problem of practice.