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 dvodicka@carlsbadusd.net