August Instructional Rounds Pp3.Ppt,Take 12

8/9/2019 August Instructional Rounds Pp3.Ppt,Take 12

1/20

1

ADMINISTRATORSADMINISTRATORS

Professional DevelopmentProfessional DevelopmentInstructional Rounds In EducationInstructional Rounds In Education

A Network Approach to Improving Teaching and LearningA Network Approach to Improving Teaching and Learning

August 18, 2010August 18, 2010


2/20

2

GOAL:GOAL:

Review the foreword, introductionReview the foreword, introduction

and Chapter 1 ofand Chapter 1 ofInstructionalInstructionalRounds in Education.Rounds in Education.


3/20

3

Instructional Rounds in EducationInstructional Rounds in EducationElizabeth A. City, Richard F. Elmore, Sarah E. Fiarman,Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman,

and Lee Teiteland Lee Teitel

Foreword:Foreword:

Story of four networks that useStory of four networks that useinstructional rounds to improve teachinginstructional rounds to improve teachingand learning.and learning.

Motto: System (includes all component ofMotto: System (includes all component ofthe organizationthe organizationpersonnel, finances,personnel, finances,curriculum, and assessment) Success =curriculum, and assessment) Success =Student SuccessStudent Success

Rounds focus on the instructional core whatRounds focus on the instructional core whatdoes this mean?does this mean?


4/20

4


5/20

5

A collaborative culture that values reflectionA collaborative culture that values reflectionand adult learning and a coherent theory ofand adult learning and a coherent theory ofaction and a systematic implementationaction and a systematic implementation

strategystrategy Tool for achieving the vision of large saleTool for achieving the vision of large sale

instructional improvementinstructional improvement

The first place to look to improve studentThe first place to look to improve studentlearninglearning

Teaching and learning is the number one jobTeaching and learning is the number one jobthat cannot be delegatedthat cannot be delegated

Stress dataStress data--driven instructional decisionsdriven instructional decisions


6/20

6

Main issues that need to be addressed:

Are teachers or students doing the work?

What is the level of rigor and challenge of the tasksstudents are asked to do?

Can you hear student voice in classroom discourse?

What role do leadership teams have in educationalimprovement?


7/20

7

If American students are going toIf American students are going to

compete in this quickly shrinkingcompete in this quickly shrinkingworld, our schools must becomeworld, our schools must become

places where students and adultsplaces where students and adults

are continuously learning.are continuously learning.


8/20

8

Introduction: Why Professional networks?Introduction: Why Professional networks?Why Rounds? Why Practice?Why Rounds? Why Practice?

Challenge for American schools is to bring pocketsChallenge for American schools is to bring pocketsof excellence to scale.of excellence to scale.

In US schools, there is more variation in studentIn US schools, there is more variation in studentachievement than with our international peers. Inachievement than with our international peers. In

other words, it matters greatly which classroomother words, it matters greatly which classroomstudents are in.students are in.


9/20

9

Slowly the image ofthe teacher behindSlowly the image ofthe teacher behind

the closed door isdisappearingbut thethe closed doorisdisappearingbut thedilemmaremains thatmostpeople dontdilemmaremainsthatmostpeople dont

knowwhattolookforwhentheyopentheknowwhattolookforwhentheyopenthe

doorandwhattodowithwhattheysee.doorandwhattodowithwhattheysee.


10/20

10

One of the greatest barriers to improvement is theOne of the greatest barriers to improvement is thelack of agreed upon definition of what high qualitylack of agreed upon definition of what high qualityinstruction looks like.instruction looks like.

The rounds process is an explicit practice that isThe rounds process is an explicit practice that isdesigned to bring discussion of instruction directlydesigned to bring discussion of instruction directlyinto the process of school improvement.into the process of school improvement.


11/20

11

Definition of practice: a set of protocols andDefinition of practice: a set of protocols andprocess for observing analyzing, discussing,process for observing analyzing, discussing,and understanding instruction that can beand understanding instruction that can beused to improve student learning at scale.used to improve student learning at scale.

The practice works because it creates aThe practice works because it creates a

common discipline and focus amongcommon discipline and focus amongpractitioners with a common purpose andpractitioners with a common purpose andset of problems.set of problems.


12/20

12

Rounds is a four step process:Rounds is a four step process:

DescribeDescribe what they observed in classwhat they observed in class

AnalyzeAnalyze any patterns that emergeany patterns that emerge

PredictPredict the kind of learning they might expectthe kind of learning they might expectfrom the teaching they observedfrom the teaching they observed

Recommend the next level of workRecommend the next level of work thatcouldthatcouldhelp the school betterachieve theirdesired goalhelp the school betterachieve theirdesired goal


13/20

13

typically, a school is doing atypically, a school is doing areasonably good job at what it isreasonably good job at what it istrying to dotrying to doit just is continuing toit just is continuing towork on a problem already solved.work on a problem already solved.

Rounds as a learning processRounds as a learning process


14/20

14

Rounds as a culture building processRounds as a culture building process

How people talk to each other aboutHow people talk to each other aboutwhat they are doing is an importantwhat they are doing is an important

determinant of whether they aredeterminant of whether they are

able to learn from their practice.able to learn from their practice.


15/20

15

Rounds as a political processRounds as a political process

Over time, Rounds should increaseOver time, Rounds should increaseeducators acuity and sophisticationeducators acuity and sophistication

around instructional issues and build aaround instructional issues and build astrong set of collegial relationshipsstrong set of collegial relationshipswith a common set of concerns and awith a common set of concerns and acommon language.common language.


16/20

16

Divided into three parts:Divided into three parts:

Building BlocksBuilding Blocks

Doing RoundsDoing Rounds

Rounds and SystemicRounds and Systemic

ImprovementImprovement


17/20

17

Chapter 1:Chapter 1:

The Instructional CoreThe Instructional Core


18/20

18

Seven Principles of theSeven Principles of the

Instructional CoreInstructional Core1.1. Increases in student learning occur only as aIncreases in student learning occur only as a

consequence of improvement in the level of content,consequence of improvement in the level of content,teachers knowledge and skill and studentteachers knowledge and skill and studentengagement.engagement.

2.2. If you change any single element of the instructionalIf you change any single element of the instructionalcore, you have to change the other two.core, you have to change the other two.

How will this affect teachers knowledge and skills?How will this affect teachers knowledge and skills?

How will this affect the level of content inHow will this affect the level of content inclassrooms?classrooms?

How will this affect the role of the student in theHow will this affect the role of the student in theinstructional process?instructional process?

How will this affect the relationship between theHow will this affect the relationship between theteacher, the student, and content?teacher, the student, and content?


19/20

19

3. If you cant see it in the core, its not there.3. If you cant see it in the core, its not there.

4. Task predicts performance.4. Task predicts performance.

5. The real accountability system is in the tasks that5. The real accountability system is in the tasks thatstudents are asked to do.students are asked to do.

6. We learn to do the work by doing the work,6. We learn to do the work by doing the work, notnotbybytelling other people to do the worktelling other people to do the work notnotby having doneby having donethe work at some time in the past, andthe work at some time in the past, and notnotby havingby havingexperts who can act as proxies for our knowledge aboutexperts who can act as proxies for our knowledge abouthow to do the work.how to do the work.

7. Description before analysis, analysis before prediction,7. Description before analysis, analysis before prediction,prediction before evaluation.prediction before evaluation.


20/20

20

Homework:Homework:

Read Chapter 2: Theories of ActionRead Chapter 2: Theories of Action

Be prepared to discuss your schools Theory of Action to improveBe prepared to discuss your schools Theory of Action to improveteacher effectiveness and student achievement.teacher effectiveness and student achievement.

August Instructional Rounds Pp3.Ppt,Take 12

Documents