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INSTRUCTIONAL ROUNDS

INSTRUCTIONAL ROUNDS. Transforming the practice that directly impacts student learning . Connie Tate, Director S an J oaquin C ounty O ffice of E ducation Jill Hatanaka, Coordinator S an J oaquin C ounty O ffice of E ducation Rich Merlo, Superintendent

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INSTRUCTIONAL ROUNDS

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  1. INSTRUCTIONALROUNDS Transforming the practice that directly impacts student learning. Connie Tate, Director San Joaquin County Office of Education Jill Hatanaka, Coordinator San Joaquin County Office of Education Rich Merlo, Superintendent Corcoran Unified School District

  2. Instructional Rounds • The rounds process is an explicit practice that is designed to bring discussions of instruction directly in the process of school improvement. • Teaching matters most • An effective theory of action connects the central office and the classroom • Systemic improvement is not linear • Districts need to continuously measure progress • Solutions must be adapted to local contexts • Modeling alone is not sufficient; accountability counts • Communities of practice accelerate learning • External assistance is helpful

  3. Instructional Rounds What Rounds Is… What Rounds Isn’t… Punitive Isolated pockets of good teaching Evaluative Implementation check list Absolute and isolating Independent teacher practitioners • Professional • Accelerates large-scale instructional improvement • Focuses on the instructional core • Complements current improvement strategy • Collegial and inclusive • Shared practices and understandings

  4. Seven Principles of the Instructional Core Provides a framework for understanding the interactions between the teacher, students, and content. Develops clarity and builds a common language about instructional practice. Creates the foundation for Instructional Rounds. 4

  5. Seven Principles of the Instructional Core Increases in student learning occur only as a consequence of improvements in the level of content, teacher’s knowledge and skill, and student engagement. If you change any single element of the instructional core, you have to change the other two. If you can’t see it in the core, it’s not there. Task predicts performance. The real accountability system is in the tasks that students are asked to do. We learn 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. Description before analysis, analysis before prediction, prediction before evaluation.

  6. The Rounds Process Problem of Practice Observation of Practice Observation Debrief Next Level of Work

  7. 1. Problem of Practice • Focuses on the instructional core • Directly observable • Actionable • Connects to a strategy of improvement • High-leverage

  8. 2. Observation of Practice Collect data that is: • Descriptive, not evaluative • Specific • Related to the instructional core • Connected to the problem of practice

  9. 2. Observation of Practice

  10. 2. Observation of Practice Descriptive, just the facts. What’s your evidence?

  11. 3. Observation Debrief Observation teams discuss the data: • Describe what you saw • Analyze the descriptive evidence • Predict what students are learning

  12. 4. Next Level of Work Brainstorm the next level of work: • Share district context, including resources, professional development, and current initiatives • Brainstorm the next level of work for this week, next month, by the end of the year • Brainstorm suggestions for school level and for district level

  13. Harvard University - December 2010 California Rural Network • California Department of Education • San Joaquin County Office of Education • Butte County Office of Education • Corcoran Union School District • Corning Union Elementary School District • Keyes Union Elementary • Livingston Union School District • Pleasant View School District

  14. Harvard University - April 2011 SETPD Network • California Department of Education • San Joaquin County Office of Education • CSULA – Diane Haager, Ph.D. • Butte County Office of Education • Atwater Elementary School District • Bakersfield City School District • Durham Unified School District • Lewiston Elementary School District • Santa Ana Unified School District • Stockton Unified School District

  15. Central Valley Educational Leadership Institute Burrel Union Elementary School District Caruthers Unified School District Coalinga-Huron Unified School District Corcoran Unified School District Firebaugh-Las Deltas Unified School District Kerman Unified School District Kingsburg Elementary Charter School District Kingsburg Joint Union High School District Lakeside Union Elementary School District Monroe Elementary School District Orange Center Elementary School District Planada Elementary School District Reef Sunset Unified School District Riverdale Unified School District Washington Colony Elementary School District

  16. Stockton Unified School DistrictSecondary Education Network Cesar Chavez High School Edison High School Franklin High School Jane Frederick Continuation Merlo Institute of Environmental Technology Pacific Law Academy Stagg High School Stockton Alternative High School Stockton Health Careers Academy Weber Institute of Applied Sciences and Technology

  17. Corcoran Unified School District • Rich Merlo, Superintendent • K-12 District, 3300 enrollment, 85% Latino, 90% Free and Reduced Lunch • 3rd Grade English Language Arts (Reading First)

  18. Corcoran USD - Theory of Action IF we create an environment of collaboration focused on developing clearly articulated common definitions of high quality teaching/ learning, and accept shared responsibility and accountability for cultivating such expertise, THEN teaching will be more effective, the instructional task will be relevant to core curriculum and student achievement will increase.

  19. Corcoran USD - Problem of Practice • Teachers are expected to use focused effective strategies including technology tools to actively engage students in rigorous standards based tasks. • Are students actively engaged in tasks that are standards based? • Are students actively engaged in tasks that focus on a continuum of complexity by increasing the depth of thinking required? • Are students completing tasks that require higher levels of understanding and depth of knowledge? • Are teachers checking for understanding frequently and providing appropriate corrective feedback to students?

  20. Instructional Rounds and Corcoran USD Technology Integration • The student task predicts performance. • To improve learning, we need to change the task the students are engaged in. • The use of tech devices (laptops/iPads/iPods etc.) increases student engagement, changes the role of the student, and changes the relationship between student and teacher.   • Changing the task through the use of technology devices requires the teacher to provide high quality instruction. • After performing the task the teacher has given the student to complete using the tech device, we need to constantly ask the question: What will the student know how to do?

  21. Implementation

  22. Shifting Thinking • New Perspective on Instructional Core • Look at Student Desk • With Teachers; Not to Teachers • Teacher Reflection & Buy In • Technology

  23. Connie Tate Ed.D. San Joaquin County Office of Education ctate@sjcoe.net 209-468-4868 Jill Hatanaka San Joaquin County Office of Education jhatanaka@sjcoe.net 209-468-4868 Rich Merlo, Superintendent Corcoran Unified School District rmerlo@corcoranunified.com 559-992-8888 Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel ISBN: 978-1-934742-16-7

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