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Tara M. Black, M.Ed. Tigard-Tualatin School District

Using Walkthroughs to Develop Problems of Practice OrRTI Spring Conference May 9, 2012 Bend, Oregon. Tara M. Black, M.Ed. Tigard-Tualatin School District. Purpose.

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Tara M. Black, M.Ed. Tigard-Tualatin School District

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  1. Using Walkthroughs to Develop Problems of PracticeOrRTI Spring ConferenceMay 9, 2012Bend, Oregon Tara M. Black, M.Ed. Tigard-Tualatin School District

  2. Purpose • Participants will review essential features of a strong core program and learn how to implement walkthroughs in their schools or districts. • Participants will learn how to use student performance and observational data to look for strengths and weaknesses in core program (Tier I ) instruction and how to aggregate data in order to develop a problem of practice.

  3. Collaborative Practice … Continuous Improvement Petti, 2012

  4. Advanced Organizer • The F Word • Student Performance Data • Walkthroughs • Aggregating Observational Data • Developing A Problem of Practice

  5. The F Word

  6. Pacing Guide

  7. Using Student Performance DataTo Review The Instructional Core 4 Purposes of Assessment • Screening • Diagnostic • Progress Monitoring • Outcome

  8. Classroom Observations • Conduct classroom observations to gather more data in regards to instruction in the core • Walkthroughs and Learning Walks are two types of classroom observation techniques • Aggregate data and look for patterns. What are strengths and weaknesses in instruction? • Set goals tied to instructional weaknesses • Provide ongoing professional development for teachers

  9. PurposeWho?Time/FrequencyWalkthroughs • Purpose • Who? • Time/Frequency • Next Steps…

  10. High School Walkthrough Video • View Video

  11. Develop a Walkthrough Protocol • Efficiency • Consistency • Transparency

  12. Sample Walkthrough Tools

  13. Walkthrough Tool

  14. Walkthrough Video http://teachertube.com/viewVideo.php?video_id=30

  15. Talk to a neighbor • How do you currently analyze the health of your core program/instruction? • Does your school/district implement walkthoughs?

  16. I’ve gathered a lot of instructional data, now what? • Review and aggregate your data • What are the strengths within the instructional core? • What are areas that could improve on? • Set instructional goals for staff • Provide ongoing support and professional development for teachers • Gather more data and go deeper

  17. Developing a Problem of Practice A problem of practice… • Focuses on the Instructional Core • Is directly observable • Is actionable • Connects to a broader strategy of improvement • Is high leverage • Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning By E. A. City, R.F. Elmore, S.E. Fiarman, and L. Teitel • Pages 101-102

  18. Sample Problems of Practice • What kinds of tasks are students being asked to do in class? • What are the different ways you see students begin assigned work in class? • How will increasing the amount and level of student talk impact engagement and learning? • Is there evidence that students are thinking critically about their own writing across the content areas?

  19. Questions

  20. Contacts • Tara Black, Tigard-Tualatin School District tblack@ttsd.k12.or.us

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