pop observation evidence next steps oru nds instructional instructional rounds instructional rounds...

POPPOPobservationobservation

evidenceevidencenext stepsnext steps

OORRUU NN DD SS

InstructionalInstructional

Instructional RoundsInstructional Rounds

An overviewAn overview

Presented by: The “Harvard” TeamPresented by: The “Harvard” Team



OORRUU NN DD SS


Instructional RoundsInstructional Rounds

Why Aren't School Why Aren't School Leaders More Like Leaders More Like

Doctors?Doctors?



OORRUU NN DD SS


Guaranteed Guaranteed and viable and viable curriculumcurriculum

PWTPWT

Comprehensive Comprehensive improvement planimprovement plan

PDPD

teamingteamingSBICSBIC

CIPCIP

IRIR

The Big PictureThe Big Picture

DBICDBIC

PDASPDASTLATLA



OORRUU NN DD SS


ConsistentConsistent quality instruction quality instruction



OORRUU NN DD SS


CampusCampusImprovementImprovement(Leadership)(Leadership)

Team Team CIPCIPPOPPOP

evolvingevolving

POPPOP

Placement of Instructional Rounds in the Placement of Instructional Rounds in the Improvement ProcessImprovement Process

Various inputs:Various inputs:PWT, SBIC, vertical team,PWT, SBIC, vertical team,SAS, curriculum, AEIS, etc.SAS, curriculum, AEIS, etc.

consistentconsistentqualityquality

instructioninstruction

roundsroundssite visitsite visit


NextNextlevellevel

ofofworkwork

NextNextlevellevel

ofofworkwork

Cycle repeats as necessaryCycle repeats as necessary

Continuous instructional improvementContinuous instructional improvement



OORRUU NN DD SS


a a formalformal protocol protocol

a culture building activitya culture building activity

aa component of a comprehensive component of a comprehensive strategy strategy

Rounds is …Rounds is …



OORRUU NN DD SS


Instructional Rounds –Instructional Rounds –

A Learning ProcessA Learning Process

ClassroomClassroomobservationsobservations

networknetwork System-wideSystem-wideImprovementImprovementPlansPlans



OORRUU NN DD SS


The Instructional Core The Instructional Core

studentstudent

teacherteacher contentcontent

tasktask



OORRUU NN DD SS


Protocol of a RoundsProtocol of a RoundsSchool VisitSchool Visit

• Problem of PracticeProblem of Practice• Observation of PracticeObservation of Practice• Observation DebriefObservation Debrief• DescribeDescribe• AnalyzeAnalyze• PredictPredict

• Next Level of WorkNext Level of Work



OORRUU NN DD SS


Next Level of Work: Next Level of Work: PurposesPurposes

• bring “fresh eyes” to the school’s practicebring “fresh eyes” to the school’s practice • respond to the problem of practicerespond to the problem of practice• move instructional practice acrossmove instructional practice across classrooms consistently with the school’s classrooms consistently with the school’s and the system’s improvement strategy and the system’s improvement strategy• provide feedback consistent with the provide feedback consistent with the specific school’s context specific school’s context



OORRUU NN DD SS


Problem of Practice ElementaryProblem of Practice Elementary ExampleExample

What type of praise do teachers give What type of praise do teachers give students? What are teachers saying when students? What are teachers saying when they praise students? What are students’ they praise students? What are students’ reactions to the praise they receive from reactions to the praise they receive from teachers?teachers?



OORRUU NN DD SS



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



OORRUU NN DD SS



Do you see evidence that teachers planned Do you see evidence that teachers planned activities that allow for collaborating and activities that allow for collaborating and problem-solving around critical thinking problem-solving around critical thinking skills?skills?



OORRUU NN DD SS



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



OORRUU NN DD SS


Problem of Practice Secondary Problem of Practice Secondary ExampleExample

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



OORRUU NN DD SS



How are students interacting with texts as a How are students interacting with texts as a part of their everyday learning?part of their everyday learning?



OORRUU NN DD SS



How do teachers provide opportunities for How do teachers provide opportunities for students to engage in authentic tasks students to engage in authentic tasks incorporating higher levels of thinking?incorporating higher levels of thinking?



OORRUU NN DD SS



What is the evidence that students are given What is the evidence that students are given opportunity to explore re-teach/remediate opportunity to explore re-teach/remediate activities during instructional time?activities during instructional time?



OORRUU NN DD SS


Broad and Broad and comprehensive comprehensive

looklook

Defined set of “look fors”Defined set of “look fors”

PWT

More teacher directedMore teacher directed

Identification of growth Identification of growth area & action plan to area & action plan to impactimpact

Constantly revisitingConstantly revisiting components of effective components of effective instruction instruction

Focus and structure forFocus and structure for observing classroom observing classroom instruction instruction

IRNarrow & Narrow & deeper lookdeeper look

Impartial network Impartial network of observersof observers

Isolating Isolating singular singular element deeplyelement deeply

Problem of practice Problem of practice (POP) generated (POP) generated from campusfrom campus

Periodic planned Periodic planned classroom visits classroom visits focused on POPfocused on POP

Network Network suggestions for suggestions for next stepsnext steps

Analysis of data Analysis of data collected collected

Component of Component of improvement improvement

strategystrategy

Leading toward Leading toward consistent quality consistent quality


Capturing multiple Capturing multiple data pointsdata points

Evidence-based Evidence-based classroom classroom

observationobservation

Next level of workNext level of work



OORRUU NN DD SS


What It’s NOTWhat It’s NOT

• Walkthroughs or quick observationsWalkthroughs or quick observationsRounds is descriptive, analytic, inferentialRounds is descriptive, analytic, inferential



OORRUU NN DD SS



• A teacher evaluation toolA teacher evaluation toolNo assessment of individual teachersNo assessment of individual teachers

Separate the person from the practice; Separate the person from the practice; focus on the practicefocus on the practice



OORRUU NN DD SS



• An implementation checkAn implementation checkRounds focuses on patterns of practice, Rounds focuses on patterns of practice, predicted results, predicted results, not not compliance with compliance with directivedirective



OORRUU NN DD SS



• A program or a projectA program or a projectRounds is a Rounds is a practicepractice, designed to support , designed to support an existing improvement strategy at the an existing improvement strategy at the school or system levelschool or system level



OORRUU NN DD SS



• Training for supervisionTraining for supervisionRounds focuses on collective learning, Rounds focuses on collective learning, rather than individual supervisory rather than individual supervisory practicepractice



OORRUU NN DD SS




evolvingevolving

POPPOP







NextNextlevellevel

ofofworkwork

NextNextlevellevel

ofofworkwork





OORRUU NN DD SS


Next StepsNext Steps



OORRUU NN DD SS


• Lab School(s)Lab School(s)

• Network of observersNetwork of observers

Build CapacityBuild Capacity



OORRUU NN DD SS


• Campus or campuses identified Campus or campuses identified through volunteer processthrough volunteer process

• Training ground to establish a Training ground to establish a network of observersnetwork of observers

Lab SchoolLab School



OORRUU NN DD SS


• Group of trained observersGroup of trained observers•PrincipalsPrincipals•Team leadersTeam leaders•Central office personnelCentral office personnel

NetworkNetwork



OORRUU NN DD SS


• Volunteering for considerationVolunteering for consideration• Lab school and networkLab school and network

• Time commitmentTime commitment• 2 – 5 days2 – 5 days

• Level of engagementLevel of engagement• active participationactive participation• enthusiasm to gain experienceenthusiasm to gain experience

Getting StartedGetting Started



OORRUU NN DD SS




evolvingevolving

POPPOP







NextNextlevellevel

ofofworkwork

NextNextlevellevel

ofofworkwork





OORRUU NN DD SS


• October 29October 29th: th: Deadline for sign-upDeadline for sign-up• VolunteersVolunteers

• Lab SchoolLab School• NetworkNetwork




OORRUU NN DD SS


http://formscreator.pisd.edu/FormHandler/Rounds.aspx




OORRUU NN DD SS


• November:November: • Selection of Lab School & Network Selection of Lab School & Network • Lab school site trainingLab school site training

• January – FebruaryJanuary – February:• Network TrainingNetwork Training• First Round VisitFirst Round Visit

TimelineTimeline



OORRUU NN DD SS


Learning wikiLearning wiki



OORRUU NN DD SS


Questions ?Questions ?

pop observation evidence next steps oru nds instructional instructional rounds instructional rounds...

Documents