instructional rounds

Leadership is second only to classroom

instruction among all school-related factors

that contribute to what students learn in

school.

Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004

Instructional Leadership: Towards a Learning Definition

―The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes‖

Robinson et al 2008. The impact of educational leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5).

Vivienne Robinson says that an instructional leader:

• Has sound pedagogical knowledge

• Promotes and participates in teacher learning

• Facilitates ―open to learning‖ conversations

• Plans, coordinates and evaluates teaching

• Provides adequate resources

• Creates a supportive environment

Richard Elmore says that Instructional Leaders:

ensure teachers plan and teach lessons and units of instruction together

set up opportunities for teachers to observe and discuss each others’ practice

engage in observation of instructional practice unrelated to evaluation and supervision

undertake professional development about learning with teachers

How often do you ensure these activities occur in yourschool?

1. Ensure teachers plan and teach lessons and units of instruction together

2. Set up opportunities for teachers to observe and discuss each others’ practice

3. Engage in observation of instructional practice unrelated to evaluation and supervision

4. Undertake professional development about learning with teachers

Never Once per term Monthly Weekly

Teachers provide feedback to colleagues on an aspect of practice

Specific focus, often at request of teacher being observed

Protocols prior, during and after observation

Teachers learning from each other, sharing ideas and practice

Non judgemental

Principal and/or small team Multiple classrooms Usually involves feedback Protocols re purpose, observations,

feedback May assess consistency of practice

regarding program or process – audit Sharing ideas and practices May be evaluation

Rounds are a special kind of ―walkthrough‖ and an ―improvement strategy‖ integrated into one practice.

Four elements of Rounds:

1. Identifying a problem of practice

2. Observation of practice

3. Observation debrief

4. Focusing on the next level of work

Rounds is Rounds isn’t

Genuine inquiry Audit

Collective undertaking Individual

Specific & descriptive Judgemental

Developmental A ―fix‖

A practice A program

Evidence based Inference based

Responsive Directive

A question you have to answer for yourself . . .

Equity—To ensure that all children have access to powerful learning no matter which classroom they’re in

Knowledge—To understand what kind of learning is happening in your school/network

Group capacity—To build a shared language and understanding of powerful learning and teaching

Develops a clearly articulated and collective understanding of what high quality teaching and learning looks like

Builds a collaborative learning culture

Develops and implements coherent network strategies that support high quality instructional practice in all classrooms

TEACHER STUDENT

CONTENT

The Instructional Core

The culture is present

in the academic tasks

that students are asked

to do.

Seven Principles of the Instructional Core1. Increases in student learning occur only as a

consequence of improvements in level of content, teachers’ knowledge and skills, and student engagement.

2. If you change any single element of the instructional core you have to change the other two.

3. If you can’t see it in the core, it’s not there.4. Task predicts performance.5. The real accountability system is in the tasks that

students are asked to do.6. We learn to do the work by doing the work.7. Description before analysis, analysis before

prediction, prediction before evaluation.

How would each of the following initiatives affect the instructional core?

Which 3 would have the most direct effect?Why?

Looking at student work Self managed schools Longer lesson times Teachers conducting peer observations Coaching for teachers Designing schedules to include ―Common Planning Time‖

for teachers Extending the school day

Framing the Visit:

Problem of Practice developed by the school

Observation of Practice:

groups of 4 or 5

20 minutes X 4 or 5 classes

Observation Debrief:Observations shared and categorised with colleagues

Professional learning activity relating to Problem of Practice

Colleagues recommend next level of work pertaining to the Problem of Practice

Focus on the instructional core Directly observable Actionable (within the school’s direct control) Connects to a broader strategy of

improvement High leverage (if acted on, it would make a

significant difference to student learning)

e.g. To what extent are our children challenged and engaged in their learning?

Emphasis on description and evidence

Suspend judgement

Focus on specific observation and detail

Three basic questions to guide observations:

What is the teacher doing and saying?

What is the student doing and saying?

What is the task?

Developed by network prior to rounds

e.g.

Maintain confidentiality

Separate practice from the person

Show fidelity to protocols and process

Accept each others’ level of expertise