Instructional Rounds Training Simpson County Schools January-February 2010.
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Transcript of Instructional Rounds Training Simpson County Schools January-February 2010.
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Instructional Rounds Training
Simpson County Schools
January-February 2010
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The Book
Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning
City, Elmore, Fiarman, and Teitel(Harvard Press, 2009)
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Inspired by the Medical Profession
Based on the model of medical rounds
Good practice is highly contextualized
Education is a “profession in search of a practice”
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A Key Idea
“The idea behind instructional rounds is that everyone involved
is working on their practice, everyone is obliged to be knowledgeable about the
common task of instructional improvement, and everyone’s practice should be subject to
scrutiny, critique, and improvement.”
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INSTRUCTIONAL ROUNDS ARE NOT…
Evaluative
For Administrators Only
Checklists or Walkthroughs
Implementation Checks
A New Initiative
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The Instructional Core
STUDENT
TEACHER CONTENT
TASK
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The Difference We Make
PROPORTION OF VARIANCE IN STUDENT GAIN SCORES-- READING, MATH-- EXPLAINED BY LEVEL--PROSPECTS STUDY
CLASS60%
READING52-72%MATH
STUDENTS28% R19% M
SCHOOLS12% R
10-30 M
ROWAN, ET AL., “. . .PROSPECTS. . .” TEACHERS COLLEGE RECORD ( 2005).
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STEPS IN ROUNDS PROCESS Identifying a Problem of Practice based on a
Theory of Action
Using the Ladder of Inference:
Collect descriptive evidence
Conduct analysis
Make predictions
Discuss next level of work
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INSTRUCTIONAL ROUNDS THINGS TO REMEMBER
We have not had really systemic powerful ways for schools leaders to learn
You have to do the work to learn the work
Learning will degrade quickly if you don’t use it
Leaders don’t have to have the answers, but they need to ask good questions
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Rounds require separation of the practice from the person
To experience deep learning, people need to experience some discomfort
Changes in performance will lag behind changes in practice
There will not be an end point to finding a shared understanding
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Learning about…
District and School
Improvement Strategy
Theory of Action
Problem of Practice with Guiding Questions
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CLASSROOM OBSERVATIONS
Reminders:
Describe what you see Be specific (fine-grained)Pay attention to the instructional core
(teacher, student, content)Evidence related to the problem of
practice
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VIDEO OBSERVATIONS
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DESCRIPTIVE DEBRIEFOn your own: Read through your notes. Star data that seems relevant to the
problem of practice and/or data that seems important.
Select 5-10 pieces of data and write each one an individual sticky note.
Share with your group: Help each other stay in the descriptive (not
evaluative) voice. • “What did you see/hear that makes you think
that?” Everyone speak once before anyone
speaks twice
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ANALYSIS
Analyze the descriptive evidence, in your small group, placing sticky notes on chart paper, grouping them, and labeling groups.
[A sticky note can stand alone. A sticky note can be duplicated.]
What patterns do you see? Don’t forget to account for variation as well as similarities.
What groupings help you make sense of what you saw?
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SHARING ANALYSIS
Chart the patterns that you identified across classes and link the analysis to your data collected during observations
Did we see the same thing? What do you notice?
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PREDICTIONS
Predict what students are learning.
If you were a student in this school and you did everything the teacher told you to do, what would you know and be able to do?
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NEXT LEVEL OF WORK
Review descriptive evidence, analysis, and prediction in light of the Problem of Practice
Brainstorm and chart recommendations for next moves for school: Write 3 to 4 actions to be completed by next week, by the end of the year, this time next year, etc.