Instructional Rounds An overview

1. Instructional Rounds An overview Presented by: The “Harvard” Team

2. Instructional Rounds Why Aren't School Leaders More Like Doctors?

3. The Big Picture Comprehensive improvement plan PD SBIC teaming IR DBIC Guaranteed and viable curriculum TLA PDAS PWT CIP

4. Consistent quality instruction

5. POP Cycle repeats as necessary Nextlevelofwork Nextlevelofwork roundssite visit roundssite visit POPevolving Continuous instructional improvement Placement of Instructional Rounds in the Improvement Process Campus Improvement (Leadership) Team consistentqualityinstruction CIP Various inputs:PWT, SBIC, vertical team,SAS, curriculum, AEIS, etc.

6. Rounds is … a formal protocol a culture building activity a component of a comprehensive strategy

7. Instructional Rounds – A Learning Process Classroom observations network System-wide Improvement Plans

8. The Instructional Core student task content teacher

9. Protocol of a RoundsSchool Visit • Problem of Practice • Observation of Practice • Observation Debrief • Describe • Analyze • Predict • Next Level of Work

10. Next Level of Work: Purposes • bring “fresh eyes” to the school’s practice • respond to the problem of practice • move instructional practice across classrooms consistently with the school’s and the system’s improvement strategy • provide feedback consistent with the specific school’s context

11. Problem of Practice Elementary Example What type of praise do teachers give students? What are teachers saying when they praise students? What are students’ reactions to the praise they receive from teachers?

12. Problem of Practice Elementary Example Is there evidence that the student activity (task) demonstrates student understanding of stated learning goal? Can students demonstrate understanding with student products and / or student responses?

13. Problem of Practice Elementary Example Do you see evidence that teachers planned activities that allow for collaborating and problem-solving around critical thinking skills?

14. Problem of Practice Elementary Example Are students explaining their thinking to reflect higher order thinking skills (the ability to apply, analyze, evaluate, create)? What’s the nature of student response? Is it high-level or low-level thinking?

15. Problem of Practice Secondary Example How will teachers provide opportunities for students to engage in complex ideas and concepts through the use of effective questioning techniques as posed by teachers and students?

16. Problem of Practice Secondary Example How are students interacting with texts as a part of their everyday learning?

17. Problem of Practice Secondary Example How do teachers provide opportunities for students to engage in authentic tasks incorporating higher levels of thinking?

18. Problem of Practice Secondary Example What is the evidence that students are given opportunity to explore re-teach/remediate activities during instructional time?

19. PWT IR Narrow & deeper look Broad and comprehensive look Impartial network of observers More teacher directed Problem of practice (POP) generated from campus Defined set of “look fors” Identification of growth area & action plan to impact Periodic planned classroom visits focused on POP Constantly revisiting components of effective instruction Isolating singular element deeply Focus and structure for observing classroom instruction Network suggestions for next steps Analysis of data collected Component of improvement strategy Leading toward consistent quality instruction Capturing multiple data points Evidence-based classroom observation Next level of work

20. What It’s NOT Walkthroughs or quick observations Rounds is descriptive, analytic, inferential

21. What It’s NOT A teacher evaluation tool No assessment of individual teachers Separate the person from the practice; focus on the practice

22. What It’s NOT An implementation check Rounds focuses on patterns of practice, predicted results, not compliance with directive

23. What It’s NOT A program or a project Rounds is a practice, designed to support an existing improvement strategy at the school or system level

24. What It’s NOT Training for supervision Rounds focuses on collective learning, rather than individual supervisory practice

25. POP Cycle repeats as necessary Nextlevelofwork Nextlevelofwork roundssite visit roundssite visit POPevolving Continuous instructional improvement Placement of Instructional Rounds in the Improvement Process Campus Improvement (Leadership) Team consistentqualityinstruction CIP Various inputs:PWT, SBIC, vertical team,SAS, curriculum, AEIS, etc.

26. Next Steps

27. Lab School(s) Network of observers Build Capacity

28. Campus or campuses identified through volunteer process Training ground to establish a network of observers Lab School

29. Group of trained observers Principals Team leaders Central office personnel Network

30. Volunteering for consideration Lab school and network Time commitment 2 – 5 days Level of engagement active participation enthusiasm to gain experience Getting Started

31. Placement of Instructional Rounds in the Improvement Process POP Cycle repeats as necessary Campus Improvement (Leadership) Team Nextlevelofwork Nextlevelofwork consistentqualityinstruction roundssite visit roundssite visit POPevolving CIP Continuous instructional improvement Various inputs:PWT, SBIC, vertical team,SAS, curriculum, AEIS, etc.

32. October 29th: Deadline for sign-up Volunteers Lab School Network Getting Started

33. http://formscreator.pisd.edu/FormHandler/Rounds.aspx Getting Started

34. November: Selection of Lab School & Network Lab school site training January – February: Network Training First Round Visit Timeline

35. Learning wiki

36. Questions ?