PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT Teacher Led Instructional Rounds for Highly Effective PLC’s Maria Gloria Rubio, PSJA North Instructional Coach

Teacher Led Instructional Rounds for Highly Effective PLC’s 2 Objectives: – Learn how “peer – to – peer” instructional rounds promote teacher collaboration to create powerful Professional Learning Communities -Learn how to focus teacher learning during Instructional Rounds through the use of learning questions -Learn how to gather non-evaluative, low inference data to foster reflective conversations for teacher growth -Learn how to coach teachers to lead – and contribute to – post-observation conversations that calibrate teaching practice to build instructional coherence

Teacher Led Instructional Rounds for Highly Effective PLC’s 3 Agenda: 1.Instructional Rounds: The Research 2.The Instructional Rounds Process Learning Questions Low Inference Data Reflective Conversations 3.The Role of School Leaders 4.The Bottom Line: Assess the Benefits

Teacher Led Instructional Rounds for Highly Effective PLC’s 4 CT

Teacher Led Instructional Rounds for Highly Effective PLC’s 5 Mindset is crucial to educational transformation. Essential Question: How does the practice of teacher-led instructional rounds help change teachers’ mindsets on professional development?

Teacher Led Instructional Rounds for Highly Effective PLC’s 6 Write: What are some frustrations that you have encountered when you have tried to bring effective Professional Development to your teachers? Read: “Instructional Rounds Conducted by Educators” Write: After reading the article, have any of your frustrations lessened? WTL, CT, SCF

Teacher Led Instructional Rounds for Highly Effective PLC’s 7 “Instructional Rounds are one of the most valuable tools that a school or district can use to enhance teachers’ pedagogical skills and develop a culture of collaboration. The goal of instructional rounds isn’t to provide feedback to the teacher being observed. Rather, the primary purpose is for observing teachers to compare their own instructional practices with those of the teachers they observe.” Robert Marzano, 2011 SC., CT Why Instructional Rounds?

Teacher Led Instructional Rounds for Highly Effective PLC’s 8 To take improvement to the next level. To build a common understanding of effective learning and teaching. Building a culture of continuous self-reflection. To focus the work. To put educators in charge of their own learning. Build instructional coherence. To provide data and inform professional development. Why Instructional Rounds? (Cont.)

Teacher Led Instructional Rounds for Highly Effective PLC’s 9 Pre- Rounds Rounds Post- Rounds

Teacher Led Instructional Rounds for Highly Effective PLC’s 10 Pre- Rounds CT

Teacher Led Instructional Rounds for Highly Effective PLC’s 11 Instructional Rounds in Education WTL

Teacher Led Instructional Rounds for Highly Effective PLC’s 12 Pre – Rounds Template Provide lesson background Describe Lesson at time of observation Discuss the learning questions chosen/problem of practice Establish norms for the observation CT

Teacher Led Instructional Rounds for Highly Effective PLC’s 13

Teacher Led Instructional Rounds for Highly Effective PLC’s 14 What did the students learn today? What evidence do you see and hear that students understood the purpose of today’s lesson? (Classroom Talk, WTL) How could you tell what the students were supposed to be learning today? (Writing to Learn, Questioning, Scaffolding, Classroom Talk) What did you notice about how students used prior knowledge for today’s lesson? (Scaffolding, Questioning, CT, CGW, LG, WTL) What personal connections did students make to the learning today? (Scaffolding, WTL)

Teacher Led Instructional Rounds for Highly Effective PLC’s 15 Rounds

Teacher Led Instructional Rounds for Highly Effective PLC’s 16 The focus is not on the teachers themselves but on the….. – teaching, – learning, – and content of the instructional core. -Instructional Rounds in Education

Teacher Led Instructional Rounds for Highly Effective PLC’s 17 Instructional Rounds in Education WTL

Teacher Led Instructional Rounds for Highly Effective PLC’s 18 Collecting low-inference data Turn and talk: What’s the difference between these two feedback statements? – A. “The students didn’t seem very interested in the activity.” – B. “Of the 28 students in class, 12 were engaged in the writing to learn exercise. The other 16 were talking (6), sleeping (2), and doing other things on their iPads (8).” (CT, SCF, CGW)

Teacher Led Instructional Rounds for Highly Effective PLC’s 19 Collecting low-inference data Activity: Sort out the data and place in appropriate column (CT, SCF, CGW)

Teacher Led Instructional Rounds for Highly Effective PLC’s 20 Post- Rounds Questioning

Teacher Led Instructional Rounds for Highly Effective PLC’s 21 Instructional Rounds in Education WTL

Teacher Led Instructional Rounds for Highly Effective PLC’s 22 Facilitator Host Participants Warm Feedback Clarification Feed Forward Closing Questioning

Teacher Led Instructional Rounds for Highly Effective PLC’s 23 Questioning Where do you see the school leader in this process?

Teacher Led Instructional Rounds for Highly Effective PLC’s 24 Mindset is crucial to educational transformation. How does the practice of teacher-led instructional rounds help change teachers’ mindsets on professional development?

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