Flip Videos and Rounds
Connecting leaders with the instructional core
Introduction
The same factors that will support school improvement create barriers that will need to be overcome. Most students consistently achieve high levels of learning; all students need to achieve high levels of learning. In order to maximize outcomes, all staff will need to adopt a belief system that all students cana nd will learn at high levels. Underrepresented subgroups will need to receive enhanced support and a comprehensive safety net will need to be developed. A culture of data analysis, diagnostic/prescriptive instruction, and student-centered instructional strategies will need to be deeply embedded in order to meet the needs of all students. It will be a challenge to spread a sense of urgency about outcomes for some when outcomes for most are already very good.
Carlsbad High School WASC Visiting Team
Math Comparisons
200
250
300
350
400
450
500
550
600
Carlsbad 429.2 454.3 428.5 422.7 382.1 374.5
Coronado 427.1 448.1 434.1 414.7 384.9 380.3
Poway 431.8 445.3 425.7 439.3 402.1 377.4
2nd 3rd 4th 5th 6th 7th
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Carlsbad 36% 62% 22%
Coronado 37% 75% 28%
Poway 41% 70% 29%
San Dieguito 60% 60% 36%
% of Enrollment % Adv/Prof Combined
English Learners
CUTA Agreement
Basic Principles of Professional DevelopmentOngoingCollaborativeReflectiveMeaningful
Agreement was to restore 1 day + 7 extended staff meetings
Rounds
Student Engagement
August 2010
Focus for 2010-2011 Student engagement in mathematics
and for EL students.
Deep Alignment
Purpose for Today Initiation of a book study
by all administrators Introduction of the idea
of instructional rounds Begin to build common
language about rounds and how it relates to the focus in Carlsbad
Medical Rounds ModelDevelop diagnostic and treatment practices
•Observe•Discuss the evidence•Thoroughly analyze evidence•Discuss possible treatments
School ImprovementA “knowledge intense” activity Use information about student learning
from multiple sources Find most promising instructional
problems to work on Systematically develop, with teachers &
administrators, the knowledge and skills necessary to solve these problems
Where to Begin…
Problems are only opportunities in work
clothes.Henry Kaiser
Deprivatizing Practice Slowly, the image of the teacher
behind the closed classroom door is giving way to an image of an open door, but many educators are not sure what to look for when they open the door and what to do with what they see.
Instructional Rounds
Theory of Action
Improvement Strategy
Observation/Description
AnalysisThemes/Patterns
Prediction:If you were a
student…What would you know & be able to do…?
Problem of Practice
Next Level of Work
Four Step Process Identifying a problem of practice Observing practice Debriefing observations
Describe Analyze Predict
Determining next level of work
Instructional RoundsWhat it is… What it is not…
•A process/professional practice
•Learning to describe and identify effective teaching and learning
•An opportunity to dive into problems of practice and continually learn how to improve
•Engage in collaboration to create coherence
•A community of practice where we expect to learn from each other and to push the thinking of each other
•A program
•Evaluation of teachers
•An implementation check or monitoring tool
•Training in supervisory skills
•Passive
Instructional Core The only way that teaching and learning
can improve is through changes in the relationships of students and teachers in the presence of rigorous content.
Student
Teacher Content
Seven Principles To Guide our Work with the Instructional Core
Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
If you change any single element of the instructional core, you have to change the other two to affect student learning
If you can’t see it in the core, it’s not there. The task predicts performance. The real accountability system is in the tasks
that students are asked to do. We learn the work by doing the work, not by
telling other people to do the work, not by having done the work at some time in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.
Description before analysis, analysis before prediction, prediction before evaluation.
Student
Teacher Content
TASK
Instructional RoundsThe power of rounds will only be realized when and if rounds becomes embedded in the actual work of the district. Only if rounds develops a collaborative, inquiry-based culture that shatters the norms of isolation and autonomy and if it leads to the establishment of an “educational practice” that trumps the notion of teaching as an art, a craft, or a style, will rounds transform teaching and learning.
Theories of Action If … then …
Examples:If we use data in systematic ways as a vehicle for examining school, classroom, and individual student progress, then interventions will be targeted in focused ways and achievement will increase.
Carlsbad Theory of Action
If we focus our collective professional learning communities’ work on ensuring all students are engaged in learning, then teaching will be strengthened and student achievement will increase.
Student Engagement Write down how you define
student engagement Share with a neighbor Read pages 10-11 How does this information
impact how you begin to lead the study of student engagement?
How will your investment in studying student engagement influence 1) teachers’ knowledge and skill, 2) the level of content you expect to see in the classroom 3)the role of the student in the instructional process?
Instructional Rounds
A Learning Process
Classroom Observations
Network/ Professional Learning Communities
District-wideInitiatives
Instructional Rounds Identify problems of practice related to
the instructional core Utilize a process for improving teaching
& learning Develop skills in observing teaching
and learning—describing what we see and hear
Develop skills in analyzing practice and determining next steps
Validate/Revise your theory of action
Engagement Strategies
Flip Videos
Flip Video Cameras
The Answer To How Curricular Teams Staff Meetings
Including 7 meetings that extend +1 hour each
Semester Break Buyback Day Likely to be team-based PLC meetings
reflecting on progress to date Grading?
Leadership and PLC Teams Principal Meetings
Staff Meetings 7 Extended Meetings
3 on student engagement• 2 to work on task• 1 to view projects from other schools
2 on math 2 on EL
Initial Task: As a school team, define student engagement and
create 10 minute multimedia project to distribute to students, families, and other school staff teams
Include examples/evidence such as video segments Consider establishing rubrics for student
engagement Process must engage all staff
Principal Meetings Task for next meeting:
Bring flip video and ipod touch to each meeting.
First meeting will include time to review videos with examples of student engagement.
Begin with volunteers/early-adopters Focus of videos is to help us with instruction,
not evaluation Collect at least three video segments before
next meeting
Principal’s Meetings
Table Talk
As a leadership team, how engaging are your meetings?
What strategies could you implement to increase the level of engagement among leaders when you do meet?
Carlsbad High School
Theory of Engagement:Focuses attention on student
motivation and the strategies needed to increase the prospect that schools and teachers will be positioned to increase the presence of engaging tasks and activities.
Carlsbad High School Process
Calavera Hills Middle School
Calavera Hills Middle Prompts
What is the teacher doing and saying? What are students doing and saying? What is the task?
Aviara Oaks Elementary School
Aviara Oaks Elementary School
Video Exercise
What grade is it? What content area? How many students are there? How many boys/girls? How many adults? What are students being asked to do? What are students actually doing? What are the patterns of interaction …
Teacher to student? Student to student? Do students initiate or are they responding to teacher?
What questions are being asked? Who is asking the questions? What are the responses to the questions? How much time is spent on the activity?
Curriculum and Articulation
Student Engagement Products
Aviara Oaks Elementary Calavera Hills Middle Carlsbad High School
Flip Video
Engagement Checklist
Conclusion
Reflection Questions: What is the difference between description, analysis,
and prediction from the perspective of the person observing in the classroom?
What are the benefits and disadvantages of collaboratively observing classroom practice?
Based on what we have shared, what are your next steps?
Summary Thoughts and Next Steps: Suzanne O’Connell
Questions: Contact Devin Vodicka [email protected]