1 Sample Introductory Rounds Session, Day 2

Learning Goals By the end of Day 2, we will:  Understand the elements of the instructional core  Be familiar with the practice of network rounds and its connection to instructional improvement  Develop skills in observing teaching and learning— describing what we see  Build relationships within the group  Be excited to go observe real classrooms together! 2

3 Agenda  Welcome Back  Rounds Visit Simulation  Debrief Observations  Identify the Next Level of Work  Reflection Lunch (1:00-1:45)

Who’s in the Room?  Principals  Teachers  Facilitators  School Coaches 4

Revisit Norms Created Yesterday 1.

Classroom Observation  Reminders: Describe what you see Be specific (fine-grained) Pay attention to the instructional core (teacher, student, content)  Observation etiquette Fine to ask students questions when it seems appropriate. Refrain from talking to each other in classrooms.

Video 1.

Debriefing Classroom Observations  On your own:  Read through your notes.  Star data that seem relevant to the problem of practice (higher order thinking) and/or data that seem important.  Select 5-10 pieces of data and write each on an individual sticky note.

Debriefing Classroom Observations  Share observations of each classroom you visited. Help each other stay in the descriptive (not evaluative) voice. “What did you see/hear that makes you think that?”  As you discuss each classroom, use Bloom’s taxonomy to sort your stickies. Include a place for “other.”  Look for patterns.

Debriefing Classroom Observations With your partner group:  Look at the two charts together, and share what patterns you see.  Ask each other: after observing several of the same classrooms, did we come up with a similar range of thinking skills? Similar patterns? Disagreement is an opportunity for learning!

Describe Optimal Teaching & Learning With your group, describe optimal teaching and learning in relation to the problem of practice for this visit (higher order thinking skills). What would teachers be saying/doing? What would students be saying/doing?  Get as fine-grained as you can...

Preparing for Brainstorming the Next Level of Work Journal:  What do teachers need to know to be able to support optimal learning?  What does the school/district need to know to support optimal learning? Share your ideas with a partner.

Identify the Next Level of Work With your group: 1.What support can the school and the district provide to help teachers strengthen these skills? Brainstorm suggestions for the next level of work: Next week Next month By the end of the year.  Be sure that your suggestions are related to the p.o.p. 2.What additional data might we need to address the p.o.p.?

Learning Goals By the end of the day Friday, we will:  Understand the elements of the instructional core  Be familiar with the practice of network rounds and its connection to instructional improvement  Develop skills in observing teaching and learning— describing what we see  Build relationships within the group  Be excited to go observe real classrooms together in May 14

3-Track Processing  What was your experience like as a learner today? Content: Insights into teaching and learning? Questions? Process: When were you most alert? What kind of learning worked best for you? Challenges?  What did the group do that contributed to that experience? What could colleagues do to help your learning in the future?  What are the implications for your own work? What is one protocol, question, idea, or practice you might bring to your own work? 15

Homework before next session  Visit at least 3 classrooms with at least one other person, taking notes on your observations  Debrief your observations with that person  Other homework TBD (we’ll send via ) 16

17 8. Reflection + ?? Д ??