Instructional Rounds Peninsula School District Secondary February 6, 2015

Purpose Develop a common district-wide vision of high quality core instruction in order to elevate our practice as instructional leaders

District Problem of Practice The school board has identified graduation rates as a targeted area of improvement, and overall scores have flat- lined. In addition, we have begun working to implement the Common Core standards but question whether students are truly engaged in learning and cognitively challenged, which results in both lower graduation rates and in many graduating students not reaching their full potential.

Agenda - Morning Framing Review and Reflection New Learning - Evidence of student thinking Look Fors Principal Presentation Observation Review and record evidence

Agenda - Afternoon Vet Evidence Construct pattern statements Share pattern statements Reflections on day

Process Norms Focus on the instructional core—the interaction of teachers and students around the content Seek evidence and challenge assumptions Be open to learning from observing classroom practices and from interaction with colleagues Stay focused on mission, purpose, growth, and improvement Observations and discussion are confidential

Behavior Norms Actively listen Observe time-limits outlined in the schedule Turn off electronic devices during classroom observations Avoid conferring with colleagues inside the classrooms, where teaching and learning is taking place

Reflection Reflections on problem of practice since our visit at Peninsula HS

Video https://vimeo.com/73426087 What opportunities are there for students to demonstrate their thinking? What is the depth of knowledge (DOK) level for analysis of sample student work activity?

Exemplary Lesson - Algebra 1 Aligned with rigor of Common Core State Standards Incorporate shifts in practice Mid unit formative assessment Link to lesson Link to Math Design Collaborative Tools

Independent Review Review this lesson. What do you notice?

Analysis What opportunities do students have to demonstrate their thinking throughout this lesson?

Analysis Consider the task. What is the depth of knowledge required?

Discuss How are practices found in this lesson similar and different than those you typically see in your building?

Principal Presentation What does the data tell us about engagement? What will we be seeing? (Content area, grade level, student population, context) Question to ask students about engagement

Today’s Look Fors Record evidence related to student thinking

Characteristics of quality evidence Objective Describes what is happening (not what we think should be happening) free from opinion No assumptions or judgements Specific, quantifies Teacher and student actions Quotes What you see and hear Relevant Focused

Observations Descriptive, literal notes Students AND Teachers doing and saying Ask student questions Photos Move around room Schedule

Observations Transition to classrooms

Review Notes Review notes, record evidence on separate sticky notes related to: task evidence of student thinking DOK

Jury Evidence “What did you see or hear in the classroom that led you to that conclusion?”

Pattern Statements Based on evidence Related to problem of practice Reflects practice from the majority of classrooms and teaching and learning episodes observed

Share Pattern Statements Is it clear? Is it supported by evidence? What clarifying questions does it generate? Does everyone agree with statement and relationship to problem of practice?

Questions generated in November How will we monitor progress? How can we use PLCs more effectively to monitor progress toward CCSS? How do formative/summative assessments demonstrate achievement of CCSS? How do high performing districts monitor progress?

Data generated by Nov QFT protocol Artifacts: Data on teaching practices Student work samples Assessments

Homework - January PLC Visit a single algebra classroom 3 different days Record tasks on at least 3 different occasions Bring evidence of student thinking and task for a single student Bring evidence (pictures, photo copy of tasks, or notes describing task or student thinking, student work)

Rounds Reflection Because of this work, I ____________

Plus Delta On two separate sticky notes, please record pluses and deltas Post on chart paper