Instructional Rounds and Walkthroughs: Informing Collective Action

ASCD

March 26, 2012

Dr. Joan Daly-LewisMs. Gina FaustDr. Phyllis HarringtonDr. Laura Seinfeld

Instructional Rounds and Walkthroughs: Informing

Collective Action

Session Objectives

Distinguish features of Instructional Rounds and Classroom Walkthroughs

Describe how these protocols influence collective action around improving student learning

Reflect upon approaches that best match district and/or building goals

Why a sense of urgency?

It is clear that closed classroom doors will not help us educate all students to high levels.

Our goal is to support a system of instructional improvement at scale, not just isolated pockets of good teaching in the midst of mediocrity.

City, et. Al

It is essential that all educators recognize that

the work of professional learning never ends,

it is a career-long endeavor.

Danielson

Equity and opportunity matter. Spreading the best of what we know and are able

to do across an entire institution, not just a few teams, schools, departments, or

single practitioners matters.

Every child deserves an expert teacher.

Platt, et. al

The power of rounds will only be realized when and if they

become embedded in the actual work of the district.

Rounds must develop a collaborative, inquiry-based

culture that shatters the norms of isolation and autonomy.

Marzano

Essentials & Structural Variables

Short, focused classroom visits

Paint a picture of reality, to inform individual or collective improvement efforts…

May offer “feedback”

Essentials on Rounds & Walkthroughs…

CIA Diagnostics

An aware learning community

Everyone focused on student learning

Students see multiple adults caring about their learning~

Some benefits of systematic walkthroughs

MUCH variation among models Focus – Duration - Complexity

Historically, not primarily evaluative

All intended to enhance teaching and learning

Most valuable when fostering collective analysis of practice

Essentials…

TWO ESSENTIAL DESIGNQUESTIONS

What do you want?

What will you put into it?

CWTs: Two critical drivers (and opportunities)

Increased data for summative and formative feedback

and

A structured resource to support professional & student learning

For your consideration:

Four models Two “types”

Two “Types”:

DOWNEY- 3 Min. Classroom Walkthroughs

MARSHALL – Mini observations

UCLA – Team walkthroughs

INSTRUCTIONAL ROUNDS

SOLO

TEAM

ESSENCE – Solo Models:

DOWNEY Frequent Short visits (3-6 min.) Administrator 5 steps To identify curriculum &

instruction patterns Invites change via

reflective questions

MARSHALL Monthly “Mini observations” (5-10

min.) Principal 6 domains/ 60 elements Feedback on rubric Linked to curriculum, and

to student progress indicators (4-part model)

ESSENCE– TEAM Models:

UCLA (Breaking Through…)

Occasional, half-day teacher-driven walkthrough cycles

5- 7 min.

Visits explore focus questions

Leads to action planning for observers and the team

INSTRUCTIONAL ROUNDS

Monthly* full-day administrator walks

15-20 min.Explores “problems of

practice” in light of “theories of action”

Observe, debrief, & plan focusing on the instructional core & systemic growth

“Look fors”- Solo Models:

DOWNEY-5 STEPS1. Student orientation2. Curricular Decisions - 3 C’s3. Instructional Decisions4. Safety5. Artifacts

MARSHALL – SOTEL & rubric Safety Objectives Teaching Engagement Learning

“Look fors”- Team Models:

UCLA

Teacher generated focus question re student learning or teaching

Often linked to a current initiativeFocus on evidence-based description

ROUNDSEvidence of effective instruction vis

a vis the “problem of practice,” and the “theory of action”

Focused examination of the instructional core

Data Recording – Solo Models:

DOWNEY Personal notes Seeking patterns Identify possible

growth areas

MARSHALL Simple notes on roster Identify 1-3 areas for

feedback

DOWNEY SAMPLE WALKTHROUGH RECORD CARD

Excel CWT Recording Form(Roman Numerals = Danielson Domains)

IV. Domain 4 Noticings

22

Data Recording-Team Models:

UCLAHall sharing & debriefing sessionsT-chart evidence with “noticings”

and “wonderings”ID trends w/ action implications

ROUNDST-chart evidence with “noticings”

and “wonderings”ID patterns; make predictionsShort, mid-range, and long term

suggestions for host school”s “next work”

FOLLOW UP-Solo Models:

DOWNEY Reflective questions OR direct

feedback 1-to-1 or group - not after each visit TEACHER leads re: next steps

MARSHALL Quick 1-to-1 direct feedback

within 24 hours

Opportunity for clarification

FOLLOW UP – Team Models:UCLATIGHT PROTOCOL & norms to review data

ID trends & discuss action implications for self; possibly for team

School-wide sharing & action research

ROUNDS

TIGHT PROTOCOLS to review dataID trends w/ action implications

for school and networkAction research / pd

SUGGESTIONS re: STRUCTURES: Consider your goals and system

resources, then design backward Solo? Group? Both? Systemic support? PLC status?

Study, observe and discuss the models

Recognize the complexity that each model demands Developing readiness for all Prerequisite skills Facilitator availability Time and organizational demands

Designing Instructional Rounds

Prior to the Rounds Select a problem of

practice

Develop a theory of action

Create a list of indicators and “look fors”

Prepare a schedule of visits and walking teams

2 Sample Problems of Practice

Our students are not getting enough opportunities to practice thinking or engage in problem solving tasks through a balanced and strategic system of higher level questioning or through well planned learning objectives.

Our students are relying heavily on teacher evaluation of performance rather than demonstrating independence in applying prior and current learning to master learning objectives.

Our Most Recent Theory of Action

If students:

understand the shared learning target are provided with criteria for success receive effective feedback

we can expect them to demonstrate an increase in applying prior and currentlearning independently to master learningobjectives.

Indicators and Look ForsSample Student

Interview Questions

“What are you learning?” “Why are you working on

this?” “How does this connect to

what you’ve been working on?”

“Is what you are working on interesting to you?”

“What do you do in this class if you need extra help?”

“How do you know if this is correct?”

“What does your teacher want you to be able to do at the end of this lesson?”

Instructional Rounds at Theodore Roosevelt School

January 13, 2012

Learning Objectives

Look For Indicators Data Collected

1 Charts and posters reflect the lesson objective(s).

2 The lesson objective is

communicated. It is

revisited clearly and

consistently at different

times of the lesson.At the startDuring transitionsWhen releasing responsibilityDuring closure

3 Children are able to

verbalize the objective.1. What are you learning today?

2. What’s the most important thing

your teacher wants you to learn

today?

3. What does your teacher want

you to be able to do by the end

of this lesson? (Learning Target)

Sample Rounds Day Itinerary

8:30-9:20 am Orientation

9:20-11:00 am Visits and Data Collection

11:00-12:00 pm Individual Analysis

12:00-12:45 pm Lunch

12:45-1:30 pm Pooling Data

1:30-2:30 pm Full Group Analysis

2:30-3:00 p m Recommendations and ReflectionsSample itinerary and guidance document

is posted

Orientation

"Rounds puts everybody in the

learning mode and says we all

need to figure this out together."

Elizabeth City, Director of Instructional Strategy for HGSE's Executive

Leadership Program for Educators

Collecting Data

Individual Analysis

Group Analysis

Recommendations (sample) Increase our understanding of Shared Learning Targets and their

relationship to Learning Objectives

Peer coaching to increase our strategies for communicating Criteria for Success to students

Studying the Common Core Learning Standards to help formulate a lesson’s purpose and design ways to communicate that purpose to students

Collaborate to design methods for teaching students strategies for self assessment and self evaluation and/or student to student feedback

FEEDBACK FACULTY MEETING

Presenting Feedback to Faculty: Framing Questions

What is happening across our school to support and enhance student learning and achievement?

What gaps between instruction and student learning were noted – what were the missed opportunities for teaching and learning?

Presenting Feedback to FacultyInstructional Rounds at Theodore Roosevelt School

January 13, 2012

Students’ Independent Practice

Look For Indicators Feedback on Data Collected 2/07/2012

6 Students are resourceful and independent when they get stuck. They use:• Charts/Posters on walls• Strategy rings/Cards/Personal charts in folders• Books• Number lines/Manipulative materials• Turn and talk/Question with partner

About 75% of the students used charts, personal charts, strategy cards, etc. independently. However, with prompts and with coaching, most students were able to use charts, personal charts, strategy cards, etc. with success.

7 Students are clear about expectations and thecriteria for success.• Charts/Posters/Models/Mentors

1. How do you know if you have done a good job?2. How do you know if this is correct?

Most students were clear about expectations and the criteria for success. Teachers consistently used charts, posters, mentors and models.

8 Teachers provide students with effective feedback.The feedback is:• Timely and frequent• Specific• Nonjudgmental• Not in the form of advice

Most teachers used effective feedback successfully. In most cases, feedback was specific in nature. In many cases, corrective feedback was used successfully.

9 Other feedback is offered that is:• Corrective in nature• Cues and coaching• Prompts to promote student thinking• Teacher facilitates peer or small group accountable

conversations

About 50% of the teachers offered other feedback in the form of cues, coaching, general praise, and thinking prompts.

What action steps could we take as a school in the

short term and the long term to address the gaps?

This year (short term) Next year and beyond (long term)

Action Steps (sample)

Implementing Action Steps

Professional development Goal setting and accountability Meeting agenda topics Focused walks Learning Teams

Partner Walks

Goal for administrative team: increase classroom visits

Each administrator doing walk-throughs alone Work with consultant: assigned “buddy” walks Realization that partner walks help make it

happen! Accountability to the work and to each other

Tools for Partner Walks

Partner Schedule See grid

Collecting and recording data

Sharing findings The “wall”

Gina Nancy Dennis Sara Dawn Dan Frank Taryn Debi Johanna Chris G Liliana Mike Val Phyllis Laura Tom

Gina

Nancy

Dennis

Sara 10/9 10/23 11/10 9/24 H 10/14H9/16 HS 10/13H 9/16 HS10/14HS 11/4 V 10/29 9/14 V12/7 9/22 R 1-Oct

Dawn

Dan

Frank

Taryn

Debi

Johanna

Chris G

Liliana

Mike

Val

Phyllis

Laura

Feedback issues:

teacher “demand” “judging” after single short visits time issues adult to adult discourse vs. “telling”

Transition to a new setting

Experiences in collaborative walk-throughs & instructional rounds

Transitioning causes a renewed focus on a district’s mission

Know the context Mission and Vision – 21st Century skills

(See Policy) History: District Inter-visitation Group (DIG) Program evaluation/Tri-State Consortium

Establishing instructional leadership in new setting

Introduction of Instructional Rounds Problem” of Practice related to mission

and visionFocus on students’ critical and creative

thinkingWhat instructional moves foster this

thinking? Theory of Action

Partner walks Means to establish relationships Focus on instructional leadership Appropriate feedback to teachers?

Purpose & focus?

Frequency?

Recording method?

Type of feedback?

How will you build readiness?

Who should walk? Who else???

DISTRICT MISSION AND VISION

CWT Design and Considerations

Reflections and Planning Turn and talk

What is your context?

Current state and desired state?

Best protocols to meeting district and/or building goals?

Next steps?

Instructional Rounds and Walkthroughs: Informing Collective Action

Dr. Joan Daly-Lewis: Educational Consultant(jdalylew@optonline.net)

Ms. Gina Faust: Elementary Principal(gfaust@obenschools.org)

Dr. Phyllis Harrington: Superintendent(pharrington@obenschools.org)

Dr. Laura Seinfeld: Assistant Superintendent(lseinfeld@hewlett-woodmere.net)