“Unless someone like you cares a whole awful lot,

nothing is going to get better. It's not.”

Dr. Seuss

What has prepared us for Instructional Rounds?

• Majority of staff have participated in learning walks in 2009

• Most staff have been involved in Principal walkthroughs as part of Principal’s professional learning

• Staff have said they have been prepared to be involved in Instructional Rounds

• Nina and Jenni, as part of their TPL and principal have been involved with the SMR Instructional Rounds pilot program

• Central Peninsula Principal’s Network is trialling Instructional Rounds ....

AND THAT’S WHAT BRINGS US HERE TODAY

Why Instructional Rounds ?

TO ...

Work together systematically to try and provide high quality teaching

and learning for all children

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Why Instructional Rounds ?

What does Instructional Rounds mean for Kunyung?

• Based on evidence rather than judgement / Set in the descriptive voice – What is that?

Activity: Identify the descriptive and judgemental comments

• A real focus not a grab bag: looking only at what the school has identified as a problem of practice

• Not a teacher evaluation tool or assessment of individual teachers – in Rounds you are separating the person from the practice and focusing on the practice. LOOK down not UP

The Instructional Core“ You don’t change performance without changing the instructional core. The relationship of the teacher and the student in the presence of content must be at the centre of all efforts to improve performance.” Elmore 2007.

Instructional Core = teachers and students working together in the presence of content.

student

teachercontent

The Instructional Rounds Process Developing a culture

As a network it is necessary to set up a coherent, contributing collaborative culture to operate powerfully and collegiately. This is achieved by setting clear expectations, protocols and norms.

Reflection – Nina and Jenni

SMR INSTRUCTIONAL ROUNDS PILOT PROGRAM

The Problem of Practice

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Problem of PracticeProblem is a scientific term and neutral

The Problem of Practice provides a lens to what you want to observe.

• it is directly observable• focuses on the Instructional Core• is actionable – is in the school’s control and can be improved in

real time.• connects to a broader strategy or ‘A Theory of Action’ e.g. the

School Strategic Plan / AIP

At our school, the Problem of Practice will be developed by the whole school

Developing our Problem of Practice

Key Improvement Strategies from the School Strategic Plan

Student Learning•Develop and implement a whole school curriculum which reflects Inquiry learning

•Develop the capacity of staff to use data to inform explicit teaching

•Enhance the capacity of staff to plan and reflect in collaborative teams ensuring collective responsibility for all students

•Optimise the use of ICT as a teaching and learning tool

Student Engagement and Wellbeing

• Through the Inquiry model, continue to increase the student’s ability to manage and monitor their own learning

• Develop teacher capacity to address the individual learning needs of all students

Student Pathways and Transitions

• Ensure that curriculum is planned, taught and assessed in a consistent, cohesive and sequential way.

• Embed assessment of, for and as learning throughout the school.