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Lisa PruittProgram Director, District and School Support Services
Understand the importance of the instructional core
Understand the steps of instructional rounds and the learning goals behind each step
Develop skills in observing teaching and learning—describing what we see
Develop skills in debriefing an observation Build relationships within the group
Study your picture, but do not show it to anyone else.
The TASK: The group must line up in sequential order according to picture progression.
Introduce yourself and then describe your picture to others and determine your place in the order.
Describe the relationship(s) of this activity to group observation of a classroom.
Can… Can’tStrengthen and deepen an existing improvement strategy
Compensate for the lack of an improvement strategy
Build and reinforce a culture of improvement
Repair a pathologic culture
Provide clarity and focus for existing professional development
Compensate for a lack of focused professional development
Build pathways into multiple leadership roles
Compensate for a weak human resource strategy
Walkthroughs Networks Improvement Strategies
Instructional rounds sits at the intersection of
three current popular approaches to the improvement of teaching and learning.
The Instructional Core
Theory of Action
Hawkins, 1974; Cohen & Ball, 2003
1. Increase in student learning only occurs as a consequence of improvements in the level of content, teacher’s knowledge and skill, and student engagement.
2. If you change any single element of the instructional core, you have to change the other two.
3. If you can’t see it in the core, it’s not there.
4. Tasks predict performance.5. The real accountability system is in the
tasks that students are asked to do.6. We learn to do the work by doing the
work, not by telling other people to do the work, not by having done the work at some time in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.
7. Description before analysis, analysis before prediction, prediction before evaluation.
A set of casual connections, usually in the if-then
form that serves as a story line that connects broad visions with the more specific strategiesused to improve the instructional core.
If we implement _____, then _____ ,and _____.
If I/we create environments of shared collaboration focused on improving standards, curriculum, instruction, and assessment, then shared responsibility and shared accountability will create urgency for change and support continuous improvement of learning for all students.
If we develop the efficacy of students so that they
become active participants in their learning, then
students will fully engage in school and develop
the habits of mind that lead to successful lifelong
earning.
What it is... What it is not…
Culture Building Practice Supervision and Evaluation
Instructional Problem-Solving
Implementation Check
A Process An Event
Descriptive, Predictive, Diagnostic
Normative, Judgmental
Professionalizing Bureaucratic
Everyone involved is working on their practice.
Everyone is obliged to be knowledgeable about
the common task of instructional improvement
Everyone’s practice should be subject to scrutiny, critique, and improvement.
Using one green post-it per idea, write what you are hoping to gain from participation in the consortium.
Using one pink post-it per idea, write what you are leery or “fearful” about in regard to your participation in the consortium.
What norms should we have as a group to
maximize the chances of our hopes being
realized and to minimize the possibility of our
“fears” coming true?
Identifying the problem of practice
Observing
Debriefing
Focusing on the next level of work
Based on data
Based on dialogue
Based on current work
Seventy percent of our students in special education did not pass the state test last year. In particular, they did not do well on the open-response questions in both math and English language arts. In many cases, they left those problems blank. We may not be providing these students with enough practice on open-response questions. We may be providing too much assistance so that when they have to tackle these prompts on their own, they do not know where to start.
POP: What kinds of tasks are students being asked to do in class?
Evidence of what you see—not what you think about what you see.
Searching for cause-and-effect relationships between what we observe teachers and students doing and what students actually know and are able to do as a consequence.
Sort the cards in your envelope into two piles: Description includes observer’s judgment Description without judgment
Talk with a table partner about the defining attributes of each pile.
Turn two of the judgmental statements into nonjudgmental statements.
To build a body of evidence about what is going
on in classrooms and how it seemed to bear on
the problem of practice.
1. What are teachers doing and saying?
2. What are students doing and saying?
3. What is the task?
As you watch the following video clip of a 5th grade ELD classroom, write down: What the teacher is doing and saying?
What the students are doing and saying?
What is the task?
Share the evidence you saw in the lesson with a table partner.
Grade, Content, Student Demographics
What are students being asked to do? What are they doing?
Patterns of interaction
Question types and patterns of response
Time
What are you learning?
What are you working on?
How will you know if you are finished?
How will you know if what you’ve done is good quality?
Read through the two options for debriefing.
Under what conditions would it be appropriate to use either option?
Need to be framed in the context of the district or school
Fine-grained—as specific as possible Decide how information from rounds
will be shared with staff Site leader expected to report back at
next meeting
Choose a “doodle” picture. Record on the picture
your reflections about: the discussions we have had the connection of rounds to your current
improvement efforts ideas you have about the instructional core ideas that you want to know more about how you learned today any other thoughts about the morning, process,
or content
November 30 January 19 March 8 April 5
4-5 classrooms that will offer evidence of a problem of practice
30 minute overview of context by admin 90 minutes of observation time 90 minutes for debrief and next levels of
workTOTAL = 3.5 – 4 Hours 8:00a.m.-12:00p.m.
Need room for overview and debrief Work with Lisa for morning treats for
group