Instructional RoundsHolland Public Schools-District Continuous Improvement Team

Learning Targets for Today

• I can describe key features of the instructional rounds process.

• I can feel comfortable in participating in the process at West on 10/28/14.

• Based on the instructional rounds framework, I can utilize this process to enhance my own leadership abilities as well as enhance the performance of the host school.

Dr. Richard Elmore-

IR is based upon the work of Dr. Richard Elmore who adapted ideas from the professional practice of medical rounds used by doctors. When implemented at its best, IR work results in systemic improvement of learning at scale.

History of the process in the OAISD/HPS.

Instructional Rounds

Theory of Action

Problem of Practice

Data

Instructional Core

Descriptive Debrief

Theme Generation

Predictions Reflections

Celebrations

Next Level of Work

The process begins with the formation of a network that takes on challenging work focused on a “problem of practice” (POP) or an unresolved question of student learning proposed by a network school.  With this focus, the entire network visits classrooms in small groups, using expert and precise observation techniques. This is based on a theory of action for improvement.

Theory of Action

• A causal connection.• If we implement intentional

instructional focus with resources and support across the district/building, that are incorporated into each teacher’s goals, instruction will improve and student achievement will increase as a result.

Instructional Core

TEACHER STUDENT

CONTENT

(Cohen & Ball, 1999)

• Focus on the core, grounds school improvement in the actual interactions between teacher, student and content in the classroom.

• Tasks predict performance-What will students know and be able to do if they do everything that the teacher asks them to do?

• Accountability begins in the tasks that students are asked to do.

• Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, 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.

MAKING OBSERVATIONS NOT JUDGMENTS

Observations-Ladder of Inference

Observ

able

data

Select

data

on

whic

h to fo

cusAdd m

eaning

Make

assum

ptions

Draw

conclu

sions

Adopt

beliefs

From work by Chris Argyris, cited in Senge et. al., 1994

“The choice of Huckleberry Finn as text was inappropriate for this age group”

“The teacher did a fabulous job of holding the students’ attention”

“At about three minutes into the lesson, the teacher asked two students to respond to the question, “Why did Huck decide to leave?”

“The teacher introduced a writing prompt”

Specificity

Objectivity

GeneralSpecific

Judgmental

Descriptive

Using Descriptive Language

Specificity of Evidence

• “Not all forms of evidence are equally valuable.”

• “In general, finer-grained descriptions make it easier for us to discuss classrooms and to build a common picture of what is happening in classrooms.”

• Stay in the descriptive mode and be ready to discuss the why behind the description.

Examples of Large-Grained Evidence

• The lesson was about the four main causes of the Civil War.

• Teacher questions students about the passage they just read.

• Teacher checked frequently for comprehension.

Examples of Fine-Grained Evidence

• Teacher: “How are volcanoes and earthquakes similar and different?”

• Teacher: “Boys and girls, today’s number is 30. Who can give me a string of numbers that go up to 30?”

• Students worked individually even though they were in groups. Each worked on own paper and didn’t talk with others.

Examples of Large-Grained Evidence

• The lesson was about the four main causes of the Civil War.

• Teacher questions students about the passage they just read.

• Teacher checked frequently for comprehension.

Problem of Practice

• MEAP proficiency in 3rd grade reading, specifically reading comprehension is below the state average.

• Special Education, ELL’s and Children of Color perform 20-30% lower proficiency than their peer group.

• The school has implemented several reading strategies K-3 to address comprehension including identifying what kind of book it is.

Introduction of Lesson and Problem of Practice-20 minute visits

Remember to focus your observation notes on:

a. What is the task?b. What is the teacher doing?c. What are the students doing?1. How are students engaged in the

reading strategy of predicting what kind of book it is?

2. To what extent do students understand how to use the title, blurbs or picture walk to guide the kind of questions they should ask while reading or how to read the book?

3. To what extent does the teacher use I Do, We Do, You Do?

DESCRIPTIVE DEBRIEF

• Read through your notes.• Star data that seems

relevant to the problem of practice and/or data that seems important.

• Select 5-10 pieces of data and write each one an individual sticky note.

Share with the group: • Help each other stay in the

descriptive (not evaluative) voice. • “What did you see/hear that

makes you think that?”• Everyone speak once before

anyone speaks twice

THEME GENERATION

Theme Generation

• Whole Group:• Analyze the descriptive

evidence. Place sticky notes on chart paper, grouping them and labeling groups.

• What patterns do you see?• What groupings help you

make sense of what you saw?

• A sticky note can stand alone and it can be duplicated.

• (Host District-Any reaction to the themes?)

PREDICTIONS

Predictions

Predict what students are learning.

If you were a student in this school and you did everything the teacher told you to do, what would you know and be able to do?

• Individual Predictions• Group Predictions

• Be bold, based upon what you saw. The NLOW depends on honesty and new learning.

REFLECTION

Host District Reflection

• Do these predictions seem congruent/consistent with what takes place on a typical day of school at XXXXX?

• Root Cause Analysis-5 Why’s• Teams identify the next level

of work based on upon these predictions?

Celebrations

• Visiting network takes an opportunity to share with the host school things of notable recognition and celebration.

NEXT LEVEL OF WORK

Next Level of Work

Review descriptive evidence, analysis, and prediction in light of the Problem of Practice

Brainstorm and chart recommendations for next work for school: Write 3 to 4 actions to be completed by next week, by the end of the year, this time next year, etc.

Reporting out

• Each team reports out on the next level of work.

West K-7: Host

• October 28, 2014• Principals/School

Improvement Chairs• Members of West SIT• Itinerary/Schedule/POP etc.

will be emailed to you prior to this visit.

• AM at West• PM at new District

Administration offices…parking

• Norms for visit

Learning Targets for Today

• I can describe key features of the instructional rounds process.

• I can feel comfortable in participating in the process at West on October 28.

• Based on the instructional rounds framework, I can utilize this process to enhance my own leadership abilities as well as enhance the performance of the host school.

“YOU LEARN THE WORK BY DOING THE WORK”

“The Secret of the Universe”