Instructional Rounds Peninsula School District Elementary February 27, 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 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

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?

Core Instructional Practices What core instructional practices did you notice?

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: tasks assignments evidence of student thinking DOK

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

Group Group your sticky notes in any way that makes sense to you.

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?

Based on your observations today, complete this sentence All students can ________________________.

Implications If this classroom is representative of other classrooms across the district: What are implications for: professional learning principals and deans central office

Rounds Reflection Because of this work, I ____________