Change Leadership Group of Harvard

and Instructional Rounds

Our Target: The StudentsOur Target: The StudentsI can move my students forward in their learning by:I can move my students forward in their learning by:1. Aligning my learning target and activities so that I 1. Aligning my learning target and activities so that I am engaging students in their own learning through am engaging students in their own learning through teaching strategicallyteaching strategically2. 2. Collaborate with my triad/duo to learn from one Collaborate with my triad/duo to learn from one

another so that I am continuously learning new another so that I am continuously learning new and and shared ways to engage the students shared ways to engage the students 3.3. To incorporate learning from my professional To incorporate learning from my professional development in my classroom for the betterment of development in my classroom for the betterment of student learning.student learning.

Harvard VideoHarvard Video

http://gsevserv.harvard.edu/ramgen/clg/vlte_29.rm?start=00:22&end=13:18

10th Grade English Video

Change Leadership Group of Harvard

After 11 years of service, the Change Leadership Group concluded its operation on December 31, 2010. Three of its most popular resources, however, are still available: The faculty of the Three-day Learning Lab consists of former members of CLG. The book, CHANGE LEADERSHIP: A  PRACTICAL GUIDE TO IMPROVING OUR SCHOOLS (San Francisco: Wiley), is still available through Amazon and other booksellers. The links to video resources referenced in the book are available below.

A = A = A- = A- = B+ = B+ = B = B = B- = B- = C+ = C+ = C = C = C- = C- = D+ = D+ = D = D = D- = D- = F = F =

Do not let others see your grade. Grade the video using the scale below. Write your grade for the video on the provided sticky note (for your eyes only).

The Harvard Study Results

Debriefing the ActivityDebriefing the ActivityDo you think you would see a similar Do you think you would see a similar

distribution in our district’s distribution in our district’s administrators?administrators?

What can you infer from the distribution What can you infer from the distribution of the ratings?of the ratings?

What are the implications?What are the implications?What can we do to address this issue?What can we do to address this issue?

Common Look Fors and LanguageCommon Look Fors and Language1. Instructional Rounds are based on Doctor’s Rounds. Doctors have common “look fors” and a common language. Thank goodness!

2. We must have common “look fors” and a common language during instruction so we know what are talking about and focusing on otherwise everyone would be speaking a different language and looking for something different. Do you see why?

3. Book:

“Instructional Rounds in Education is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it.”

Instructional Rounds in Education A Network Approach to Improving Teaching and Learning http://www.hepg.org/hep/book/99

Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel, foreword by Andrew Lachman

Instructional Rounds Plus — Instructional Rounds Plus — Lesson Observation & MoreLesson Observation & More

Are you certain you know good teaching when Are you certain you know good teaching when you see it? What is effective teaching? How do you see it? What is effective teaching? How do we know for certain what, how, and how much we know for certain what, how, and how much students are learning?  What exactly do high students are learning?  What exactly do high quality classrooms and schools look like? Do all quality classrooms and schools look like? Do all those in your school system share the same those in your school system share the same understanding?understanding?

Dr. Thomas Fowler-Finn Dr. Thomas Fowler-Finn

http://www.instructionalrounds.com/http://www.instructionalrounds.com/

Excellent Instruction: Wagner’s Excellent Instruction: Wagner’s Point of ViewPoint of View

““If good instruction — in every classroom and for If good instruction — in every classroom and for all students — is the central focus of systemic all students — is the central focus of systemic change in education, change in education, then districts need to then districts need to define “goodness” and come to a shared define “goodness” and come to a shared understanding of what is meant by great or understanding of what is meant by great or even competent teaching.”even competent teaching.”

——Change Leadership, Change Leadership, p. 37p. 37

Wagner’s Conclusion?Wagner’s Conclusion?

““Without agreed upon Without agreed upon definitionsdefinitions (or at least (or at least a clarification of how a person is using a a clarification of how a person is using a term) and term) and observable data observable data that support the that support the person’s assessment of the lesson, person’s assessment of the lesson, conversations about teaching and learning conversations about teaching and learning remain ethereal, reinforcing the teaching remain ethereal, reinforcing the teaching profession’s weak craft knowledge base, profession’s weak craft knowledge base, professional language, and standards of professional language, and standards of practice. We need agreed-upon criteria.”practice. We need agreed-upon criteria.”

(p. 38)(p. 38)

Important PrinciplesImportant Principles

““Increases in student learning occur only Increases in student learning occur only as a consequence of improvements in as a consequence of improvements in the level of content, teachers’ knowledge the level of content, teachers’ knowledge and skill, and student engagement.and skill, and student engagement.””

““If you change any single element of the If you change any single element of the instructional core, you have to change instructional core, you have to change the other two.the other two.”” Instructional Rounds in Education, pp. 24-25

Look for Look for RelationshipsRelationships

““It is the It is the relationshiprelationship between the between the teacher, the student, and the content—teacher, the student, and the content—notnot the qualities of any one of them by the qualities of any one of them by themselves –that determines the nature themselves –that determines the nature of instructional practice, and each of instructional practice, and each corner of the instructional core has its corner of the instructional core has its own particular role and resources to own particular role and resources to bring to the instructional process.bring to the instructional process.””

Instructional Rounds in Education, p. 24.

Our Target: Moving our Students Our Target: Moving our Students Forward in their LearningForward in their Learning

The emphasis is on developing a “learning community” The emphasis is on developing a “learning community” of instructional leadership for district administrators, of instructional leadership for district administrators, principals, assistant principals, and teachers from which principals, assistant principals, and teachers from which high quality teaching and learning is identified, high quality teaching and learning is identified, deconstructed, and strategically developed deconstructed, and strategically developed in classrooms. The result is a focused and insightful in classrooms. The result is a focused and insightful approach to effective instructional leadership and approach to effective instructional leadership and teaching/learning excellence.teaching/learning excellence.

Dr. Thomas Fowler-Finn Dr. Thomas Fowler-Finn

http://www.instructionalrounds.com/http://www.instructionalrounds.com/

3-2-13-2-1Reflect on the video and how Reflect on the video and how instructional rounds tie in:instructional rounds tie in:• 3 Better Understandings3 Better Understandings• 2 Commitments 2 Commitments • 1 Questions or Concern1 Questions or Concern

**Give me your 3-2-1 on the way out. Questions and concerns will be addressed through email.