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Instructional Rounds at JCDS

Instructional Rounds at JCDS. Professional Development Goal: to build the knowledge and skills of the group and to provide helpful feedback and suggestions of support to the host teacher. Goal is to learn about teaching not to focus on teachers.

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Instructional Rounds at JCDS

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  1. Instructional Roundsat JCDS • Professional Development • Goal: to build the knowledge and skills of the group and to provide helpful feedback and suggestions of support to the host teacher

  2. Goal is to learn about teaching not to focus on teachers. • Observation focuses not on teachers themselves, but on teaching, learning and content of the instructional core.

  3. The Instructional Core Student Instructional Task Teacher Content The relationship between the teacher, the student and the content – not the qualities of any one of them by themselves – determines the nature of instructional practice. Each corner of the instructional core has its own particular role and resources to bring to the instructional process.

  4. Rounds: a four step process • Identifying a problem of practice • Observing • Debriefing • Next level of work

  5. Problem of Practice • Something you care about that would make a difference for student learning if you improved it. • A rich problem of practice • focuses on instructional core; • is directly observable; • is actionable (can be improved); • is high-leverage (if acted on, it would make a significant difference for student learning).

  6. Goals of Observation • Reduce teacher isolation; • Learning from one another; • Another set of eyes; • Reflection.

  7. Observing • Observation teams collect data that is: • Descriptive not evaluative; • Specific; • About the instructional core; • Related to the problem of practice.

  8. Observer's Role • Before: • Meet with presenter and other observers • Receive focus question • During: • Write down observations • Concentrate on focus question • After: • Meet with other observers and presenter • Discuss observation • Provide feedback

  9. Debriefing • Observation teams discuss the data: • Describe what you saw. • Analyze the descriptive evidence. • Predict what students are learning.

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