Problem of Practice Workshop
June 9-10, 2014
WelcomeDr. Elizabeth Clark
Comments from SuperintendentDr. Darrell Brown
Data Review and DiscussionDavid Holland
Review Learning PlatformDr. Elizabeth Clark
BISD Alignment Model
BISD Learning Platform
BISD Learning Platform
Learning expectations for studentsTeachers deeply understand the content,
context, and cognitive requirements of the standards
Teachers explicitly communicate learning expectations so students clearly understand
and can take ownership over their own learning
Teachers design learning tasks that closely align to the content, context, and cognitive
requirements of the standards
Teachers and students monitor learning toward achievement of standards
Best Practice Strategies and Structures
Average Percentile
Point Gains on Student
Achievement Tests
Authentic Student Tasks and Products
The focus is on what students are actually doing each day
The work students do causes them to engage in the content, context, and
cognitive rigor of the standards
Students are able to demonstrate understanding of the connection between
the standards and their work tasks and products
Feedback based on student performance
Mostly formative and reflective
Triangulation of data: numerical, descriptive, observational feedback
Timing and efficiency of assessments
Feedback from teacher, peers, and self-reflection throughout the learning cycle
1. Ensure that the curricular standards are taught
2. Have a strong core instructional delivery system (Tier 1)
3. Implement appropriate interventions (Tier 2 & 3) with fidelity
4. Use data in a continuous improvement process (PLC) for making instructional decisions
In Birdville ISD, this translates to leaders doing the following:
BISD’s Additional Question: Explicit Focus on Instruction
Review District Problem of Practice and Rubric for Establishing Learning Expectations
Donna Solley
BISD’s Problem of Practice
Walkthrough data indicate that not all teachers post
learning expectations in their classrooms, which
suggests that student learning may not be clearly
aligned with the curriculum standards.
Steps in Developing a Campus Problem of Practice
Lorene Ownby
Based on your prior knowledge and reviewing the information that Dr. Clark shared with you about Problem of Practice…
make a headline on an index card.
Problem of Practice
•Focuses on instructional core;
•Is directly observable;
•Is actionable;
•Connect to a broader strategy of
improvement (school, system);
•Is high-leverage (if acted on, it would make
a significant difference for student learning).
Brainstorm Possibilities
What are some possible problem of practice ideas? Brainstorm with a shoulder partner. List as many ideas as you can in 3 minutes.
Keep in mind examples must:•Focus on instructional core;
•Be directly observable;
•Be actionable;
•Connect to a broader strategy of improvement (school, system);
•Be a high-leverage (if acted on, it would make a significant difference for student
learning).
5 Whys-Example
Example: Students are not able to write critically to communicate their thinking and learning. Talk through this problem by asking WHY.
Steps for a P.o.P.
Problem: Students are not able to write critically to communicate their thinking and learning.
Theory of Action (what are we doing about it?)If ___________________ and if _________________________ and if ________________________then ____________________.
Guiding Questions (what questions guide our work?)
Example
Three Keys of a P.o.P.
•Problem What are we working on? – based on data
•Theory of Action What are we doing about it?
•Guiding Questions What questions guide our work?
Based on your data:
What is the greatest problem or barrier standing in the way of academic achievement or progress on your campus?
Write your thought on a post-it note before you discuss with your table. When you are finished, affinity diagram these. (Put like ideas together.)
Decide on your problem:
Choose the problem for your campus that fits the definition of a POP:
•Focus on instructional core;
•Be directly observable;
•Be actionable;
•Connect to a broader strategy of improvement (school, system);
•Be a high-leverage (if acted on, it would make a significant
difference for student learning).
Biggest Barrier:
Why do you consider this your biggest problem or barrier?
How do you get to the root cause of this problem?
Use a continuous improvement tool:5 Whys
5 Whys
Steps for a P.o.P.
Problem (what are we working on – based on data)
Theory of Action (what are we doing about it?)If ___________________ and if _________________________ and if ________________________then ____________________.
Guiding Questions (what questions guide our work?)