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Transcript of ASCD March 26, 2012 Dr. Joan Daly-Lewis Ms. Gina Faust Dr. Phyllis Harrington Dr. Laura Seinfeld...
![Page 1: ASCD March 26, 2012 Dr. Joan Daly-Lewis Ms. Gina Faust Dr. Phyllis Harrington Dr. Laura Seinfeld Instructional Rounds and Walkthroughs: Informing Collective.](https://reader035.fdocuments.us/reader035/viewer/2022062805/5697bfd01a28abf838caa553/html5/thumbnails/1.jpg)
ASCD
March 26, 2012
Dr. Joan Daly-LewisMs. Gina FaustDr. Phyllis HarringtonDr. Laura Seinfeld
Instructional Rounds and Walkthroughs: Informing
Collective Action
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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
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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
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It is essential that all educators recognize that
the work of professional learning never ends,
it is a career-long endeavor.
Danielson
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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
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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
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Essentials & Structural Variables
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Short, focused classroom visits
Paint a picture of reality, to inform individual or collective improvement efforts…
May offer “feedback”
Essentials on Rounds & Walkthroughs…
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CIA Diagnostics
An aware learning community
Everyone focused on student learning
Students see multiple adults caring about their learning~
Some benefits of systematic walkthroughs
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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…
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TWO ESSENTIAL DESIGNQUESTIONS
What do you want?
What will you put into it?
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CWTs: Two critical drivers (and opportunities)
Increased data for summative and formative feedback
and
A structured resource to support professional & student learning
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For your consideration:
Four models Two “types”
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Two “Types”:
DOWNEY- 3 Min. Classroom Walkthroughs
MARSHALL – Mini observations
UCLA – Team walkthroughs
INSTRUCTIONAL ROUNDS
SOLO
TEAM
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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)
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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
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“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
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“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
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Data Recording – Solo Models:
DOWNEY Personal notes Seeking patterns Identify possible
growth areas
MARSHALL Simple notes on roster Identify 1-3 areas for
feedback
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DOWNEY SAMPLE WALKTHROUGH RECORD CARD
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Excel CWT Recording Form(Roman Numerals = Danielson Domains)
IV. Domain 4 Noticings
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22
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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”
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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
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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
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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
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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
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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.
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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.
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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)
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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
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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
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Collecting Data
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Individual Analysis
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Group Analysis
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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
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FEEDBACK FACULTY MEETING
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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?
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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.
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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)
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Action Steps (sample)
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Implementing Action Steps
Professional development Goal setting and accountability Meeting agenda topics Focused walks Learning Teams
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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
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Tools for Partner Walks
Partner Schedule See grid
Collecting and recording data
Sharing findings The “wall”
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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
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Feedback issues:
teacher “demand” “judging” after single short visits time issues adult to adult discourse vs. “telling”
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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
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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?
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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
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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?
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Instructional Rounds and Walkthroughs: Informing Collective Action
Dr. Joan Daly-Lewis: Educational Consultant([email protected])
Ms. Gina Faust: Elementary Principal([email protected])
Dr. Phyllis Harrington: Superintendent([email protected])
Dr. Laura Seinfeld: Assistant Superintendent([email protected])