Challenger Elementary

Instructional RoundsWELCOME AND INTRODUCTION TO THE SCHOOL

The School’s POP

In what ways and to what extent do Teachers and Students exchange feedback with each other about student learning?

Revisiting Instructional Rounds Network Norms

Committo the

Instructional Rounds process.

Discerning and discrete use

of communicatio

n devices.

Confidentiality,safety, and trust will be adhered to

by all stakeholders.

Honor and respect each

other.

Teams Develop Observation Strategies

Discuss with your team what your strategies will be when you enter the classroom… be prepared to share out

Timer

Classroom Observations

PROTOCOLS:• Four (20 min periods)/enter as a group and leave as a group• Designate a team time keeper• The arriving team should not hesitate to enter the room

despite the presence of the other team• Refrain from discussions in hallways and from mobile phone

usage• Think about POP while taking notes• Talk with students if appropriate

• Review Map of school and Visit Schedule• Meet back in the library at 10:05 for debrief

Debrief of ObservationsPreparing Evidence for Analysis: Transferring to Post it

Notes

On your own:

1. Read through your notes

2. Select a minimum of 5-10 pieces of evidence that seem relevant to the POP and/or seem important.

3. Write each on an individual sticky note.

4. Each sticky note contains one piece of evidence from a single classroom.

Timer

Team Screening Protocol

• Group screens sticky notes, reading each aloud one at a time, to determine that each piece of evidence meets the test of being both specific and non-judgmental.

• As each piece of evidence is approved, it is placed on the chart paper at your table, one by one in random order.

http://www.online-stopwatch.com/countdown/

RED DOT PROTOCOL

• Matched groups exchange chart paper evidences.

• The receiving group checks the evidence delivered to them and puts a dot on evidence that may not qualify or is unclear.

• Groups then unite to resolve questions about “dotted” evidence.

Timer

TIME FOR A LUNCH BREAK!BACK AT 12:30

Developing and Vetting Patterns

1. Team members form patterns by grouping sticky notes in a way that makes sense to the team.

2. A pattern contains evidence from a majority of classrooms observed or it is not a pattern.

3. Each pattern is titled with a descriptive phrase or sentence.

4. Include statements about each of the 3 elements: T, S, content

*can duplicate sticky if it fits in more than one pattern

Sample of Patterns• Of 43 students asked “Is this work easy or

challenging?”, 33 said easy.

• Students sit in groups, yet work individually

• Students discussed understanding of content with each other

90% of students asked expressed interest in what they were learning

• Teachers move to next item upon one correct response

• Of 28 students asked “How will you know if you have done a good job?”, 24 said they would know when the teacher told them

• Teachers asked analyzing and evaluating questions

• Students asked 5 questions, and all were of procedural matters

• A select group of students answered teacher questions

BREAK

BACK IN 15 MIN

Review/Revision of Patterns

A. Display the patterns/Share by reading through consecutively without stopping before presenting them one by one for discussion

B. Answer any questions from the group, support with evidence.

C. Revision of patterns as necessary

Making Predictions

• If you were a student in this school, based upon the patterns, what would you know and be able to do?

• Each team will use its own patterns and others that are consistent with its own findings to write predictions on poster paper

• Teams discuss predictions within their group and decide their top two predictions

• Each team shares their top two Predictions aloud with the network; asking succeeding teams to skip predictions already made

From Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, 2009

Developing the Next Level of WorkCombined groups identify the NLOW in light of the POP &

predictions:

• CONSIDER: What do teachers and the school need to know and be able to do to support optimal learning?

• CONSIDER: If a school had solved this Problem of Practice, what would: • Teachers be doing?• Students be doing?

What options can you generate so the school can undertake the next level of work in relation to this problem of practice? Groups must be specific.

Next Week - Next Month - Next Year

“There should be a causal link between what is suggested to the Principal and improvement in the Problem of Practice.” This work involves a.) pedagogy and b.) staff, including the principal.

Presentation of the Next Level of Work

• Each team will display and present their NLOW recommendations

• Teams will provide justification for their ideas as needed

• Questions from host school

• Next steps: Facilitators will provide Pattern statements, predictions, and recommendations for NLOW to the host school principal and network members.

• Principal will set a time to share patterns with faculty

Sharing Results With the Faculty

• What data do you agree with?

• What data do you question?

• What data requires additional explanation?

• What would you like to explore further?

Closing Remarks/Reflectio

ns

Before we disassemble we provide:

An opportunity for the host principal to respond and reflect on the day