Tier I: Implementing Learning Walks & Instructional Rounds OrRTI Conference Tara M. Black, M.Ed. May 9, 2012 1.

Tier I: Implementing Learning Walks &

Instructional RoundsOrRTI Conference

Tara M. Black, M.Ed.

May 9, 2012

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Purpose Participants will learn about the

characteristics of learning walks and instructional rounds understand the difference between the two.

Participants will learn how to use student performance and observational data to look for strengths and weaknesses in core program (Tier I ) instruction and how to aggregate data in order to develop a problem of practice.

Collaborative Practice … 3

Continuous Improvement Petti, 2012

Learning Walks

Purpose

Who?

Time/Frequency

Next Steps…

Develop a Protocol

Efficiency

Consistency

Transparency

Communicating to Staff

Sample Learning Walk Tools

Elementary Learning Walk Chart

Sample Learning Walk ToolHigh School

Talk to a neighbor What are learning

walks?

How do learning walks differ from walkthroughs?

The Instructional Core•Seven Guiding Principles

•Principle #1 : Increases in student learning come only as a result of changes in the level of content, changes in teachers knowledge and skill, and student engagement.

• Principle #2: If you change one element of the instructional core, you have to change the other two.

• Principle #3: If you can’t see it in the core, it’s not there.

• Principle #4: Task predicts performance.

• Principle #5: The real accountability system is in the tasks that students are asked to do.

• Principle #6: We learn to do the work by doing the work.

• Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.

TEACHER STUDENT

CONTENT

TASK

To understand how to improve student learning it is necessary to focus on the level of the tasks that students are doing. Requires observer to look at the students desks rather than at the teacherObjective analysis of the level of task can predict what students will learn and give guidance to help improve student learning

Review Principle #6: Task predicts performance

LEVELS OF TASK… PISA/BLOOMSPISA: Program for International Student Assessment

BLOOMS REVISED

Level 1: FIND A FACT IN A TEXT IN RESPONSE TO A QUESTION

Knowledge (remember)

Level 2: REMEMBER SOMETHING SOMEONE ELSE HAS TOLD YOU AND REPEAT IT

Understand (describe/explain)

Level 3: REMEMBER A PROCEDURE THAT SOMEONE ELSE HAS TAUGHT YOU AND APPLY IT ACCURATELY AND FLUENTLY

Apply

Level 4: CHOOSE A PROCEDURE FROM AMONG A NUMBER YOU HAVE LEARNED, APPLY IT ACCURATELY AND FLUENTLY, EXPLAIN WHY YOU CHOSE IT, AND WHY IT MIGHT BE BETTER THAN ANOTHER

Analyze

Level 5: USING A BODY OF EVIDENCE, MAKE AN ARGUMENT ABOUT WHAT YOU THINK IT MEANS, ANTICIPATE AND RESPOND TO COUNTER ARGUMENTS

Evaluate

Level 6: TEACH SOMETHING YOU THINK YOU KNOW TO SOMEONE ELSE

Create

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Review Principle #7:

Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.

Be descriptive, not judgmental.

This is very hard.

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Let’s try Instructional Rounds.. View of 3rd grade LA lesson: Each of

member of your team will have a distinct focus: #1: Focus on the teacher: What was she

saying and doing? Describe, do not judge. #2: Focus on the students: What were

they saying and doing? Describe, do not judge.

#3: Focus on the task. What were the tasks? If possible, identify the level of the tasks.

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VIDEO

http://inside.pps.k12.or.us/inside-links/241.htm

WATCH… TAKE NOTES… USE Levels of Task Hand out…

Share in ‘like task group’… Chart descriptive observations

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DEBRIEF…

Aggregate the data… (by observer group) CHART When you observe multiple classrooms in

Tier 1: Analyze the Patterns of Observations What is consistent? What is fragile, but started? What is missing?

NEXT STEPS… 18

I’ve gathered a lot of instructional data, now what?

Review and aggregate your data What are the strengths within the

instructional core? What are areas that could improve on? Set instructional goals for staff Provide ongoing support and

professional learning for teachers Gather more data and go deeper

Developing a Problem of Practice

A problem of practice… Focuses on the Instructional Core Is directly observable Is actionable Connects to a broader strategy of

improvement Is high leverage

Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning By E. A. City, R.F. Elmore, S.E. Fiarman, and L. Teitel

Pages 101-102

Sample Problems of Practice What kinds of tasks are students being asked

to do in class?

What are the different ways you see students begin assigned work in class?

How will increasing the amount and level of student talk impact engagement and learning?

Is there evidence that students are thinking critically about their own writing across the content areas?

Collaborative Practice … 22

Continuous Improvement Petti, 2012

And so it goes…

Predict what students are expected to be able to know/do in the classroom

Evaluate what the next steps for the classroom teacher/staff leadership/administrator might be.

Set up… Data gatheringLearning Walks/RoundsStretch for lab-sites

Do it AGAIN! AGAIN! AGAIN!

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Questions

Contacts

Tara Black, Tigard-Tualatin School District tblack@ttsd.k12.or.us