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Teacher Leader Endorsement Programme

Designing Professional Development

Session 1 – Introduction to Instructional Rounds

Facilitator: Rebeka Matthews SousaMathematics Specialist Teacher, Ministry of Education

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Give one example from your own lesson (or from a lesson you have seen) that speaks to the standard for mathematical practice that you chose from the bowl. Share with a partner.

ENGAGE - Give One!

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Place your statement card under one of the following signs:

ENGAGE – Agree/Disagree!

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Teaching through problem solving is partially evident to fully operational in 100% of classrooms observed as measured by the standard for TTPS rubric. (Strategy I)

100% of teachers are using at least one quality task in every lesson (Strategy III)

Increase the percentage of P5, M2 and S1 students achieving In-depth or Sophisticated in the three components of the Problem Solving Rubric (including Mathematical Knowledge, Strategic Knowledge and Communication) by 10% each year.

Systemic Mathematics Goals

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During this module, Teachers will: Lead and conduct instructional rounds at their schools to

gain insight on the mathematics programme at their school.

Gather teacher data on their needs for professional learning and development

Design professional learning communities or professional development sessions based on the needs of the teachers aligned with school improvement plans and the National Mathematics Strategy.

Share with colleagues professional development opportunities

Model exemplary teaching in their own mathematics lessons

Expectations for this module

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During this module, Teachers must successfully complete the following assignments: Reading (Instructional Rounds and Professional

Development); Conduct Instructional Rounds with Principal and give

supporting information for SIP; Distribute, collect and analyze teacher needs survey; Create Professional Development programme for school; Execute a minimum of two PD sessions and receive

feedback from teachers on implementation Share with PD experiences with colleagues in the course; Model exemplary teaching regularly (minimum of two

visits using Danielson framework)

Expectations for this module

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During this session, Teachers will:Understand the purpose of PDUnderstand the purpose and structure of Instructional Rounds

Set Instructional rounds datesComplete survey of Teacher Needs prior to giving to teachers in their building

Key Understandings

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Collect school data on the Mathematics Programme through Instructional Rounds

Identify teacher needs based on inventory survey

Create PD Programme

Designing Professional Development

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The purpose of instructional rounds is to learn about the mathematics programme and the actions we need to take to improve mathematics outcomes.

“The primary purpose is for observing teachers to compare their own instructional practices with those of the teachers they observe” (Marzano, 2011)

Continuing reading article

Instructional Rounds

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Problem of

Practice

Observation of

Practice

Observation

Debrief

Next Level of

Work

Structure of the Instructional Rounds Process

Standard for Teaching Through Problem Solving

Standard for High Quality Tasks

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Next session date: Wed. Feb. 24, 4-6 pm

How to design PD based on teacher survey

Assignments: (due by the next session) Reading (Instructional Rounds &

Professional Development) Teacher Support Inventory Set Instructional Rounds date Set lesson visit date

What’s next?