2016-2017 Administrators’ Academy Being Bold: Changing the Way We Do Education Through Rigor, Relevance, and Learner Engagement Session 4: The Rigor/Relevance Framework Realized

Schedule for Today’s Session Instructional Rounds at School: 8:15 – 9:30 Debriefing and Discussion of Instructional Rounds at CO: 10:00-11:00 Wrap-up of Administrative Academy PLC: 11:00 – 11:45 GIST of Big Idea for the Year Evaluation of Progress Planning for Continued Professional Learning

Instructional Rounds Debriefing

“The students conducted a sophisticated lab experiment.” JUDGMENTAL NON JUDGMENTAL “The teacher read from a book that was not at the appropriate level for the class.” “There was too much time on discussion, not enough time on individual work.” “The students conducted a sophisticated lab experiment.” “Student 1 asked student 2, ‘What are we supposed to write down?’ Student 2 said, ‘I don’t know.’” “Students followed directions in the text to make circuit boards.” “Teacher introduced a writing prompt to students.”

Lesson Observation Are you certain you know good teaching when you see it? What is effective teaching? How do we know for certain what, how, and how much students are learning?  What exactly do high quality classrooms and schools look like? Do all those in your school system share the same understanding? Dr. Thomas Fowler-Finn http://www.instructionalrounds.com/

Problem of Practice Identifying rigorous instruction through thoughtful work, high-level questioning, and academic discussion

Evidence Observation of Practice Purpose: The purpose of visiting classrooms is to gather data directly on the work of teaching and learning.

Debriefing Individual Reflection Observation Team Dialogue Affinity Mapping Gallery Walk Take-Aways Whole Group Debrief

Individual Reflection Read through your notes, place an asterisk next to descriptions that seem relevant to problem of practice (rigor). Do not discuss. Select 8-10 pieces of evidence (total) from the asterisked items. Write each evidence piece with an asterisk on a separate sticky note.

Observation Team Dialogue Designate a facilitator, timekeeper, and evidence police (someone who will help the team stick to the evidence by asking, “What’s the evidence that supports that idea?” or “What did you see or hear that make you think that?”) Taking turns within your group, share the pieces of evidence you selected, making any connections and identifying patterns among common observations.

Affinity Mapping Using the “Affinity Mapping” protocol, silently place post-it notes on chart paper-grouping like evidence together. After all notes are grouped, talk and create names for each of the categories. Make a poster about your data for the Gallery Walk.

Affinity Mapping Example

Gallery Walk If you have several groups, post the chart paper around the room so that groups can walk around and look at the pieces of evidence and categories. Have someone from each group remain at the chart paper to facilitate the conversation about the observations.

Take-Aways Option One (if you are short on time): After the Gallery Walk, return to your groups and create two take-aways and two questions from each group to share. Option Two (if you have more time): After the Gallery Walk, return to your groups and use the collective data to create a quad chart with (1) patterns discovered; (2) anomalies discovered; (3) wonders/questions; (4) take-aways/recommendations

Instructional Rounds Whole Group Debrief What are we learning about instructional practices that relate to the problem of practice (rigor)? What are we learning about developing a common vision for genuinely rigorous teaching and learning?

PLUACLD524 PLUASIL 1 ACLD Session 1: The Times They Are a-Changing Oct. 6 & 20, 2016 Session 2: The Rigor/Relevance Framework in Action Dec. 5 & 9, 2016 Session 3: Moving From Quadrant A to Quadrant D Jan. 17 & 19, 2017 Session 4: The Rigor/Relevance Framework Realized March 2 & 6, 2017

How did we get here again? AA F13: TCSS Instructional Framework for Continuous Improvement Max Thompson; Rigor; Strategic Teaching; Research-based Instruction AA FY14: The CCRS and Leadership Standards; Instructional Rounds Intro; Strategic Teaching AA FY15: Leadership for High Quality Instruction Paradigm Shift, Phil Schlechty; Student Engagement/Strategic Teaching; PLCs AA FY16: Rigor and Relevance for Instructional Leaders Grit; Growth vs. Fixed Mindset; DOK Levels for Rigor; PLCs AA FY17: Being Bold: Changing the Way We Do Education Through Rigor, Relevance, and Learner Engagement All of the above with Rigor/Relevance Framework

GIST of the big idea What is your most significant take-away from your professional learning this year (involving AA) this year? Evaluation of progress Planning for Continued Professional Learning

Evaluation of Progress How secure do you feel about your understanding of the Rigor/Relevance Framework? What about your ability to convey the components of it to your faculty? How secure do you feel about your faculty’s understanding of the Framework and their ability to use it for increasing rigor, relevance, and learner engagement?

Planning for Continued Professional Learning What are you going to do from this point on? How will you continue and expand your learning and that of your faculty as it fits where you and they are in their professional growth?

Follow up and Planning for Next Year Be looking for a Survey Monkey link in your email in the next few days to help evaluate our administrative PLC and contribute needs for continued professional growth! Y’all are THE BEST administrators!

Exit Tweet A member of each group will tweet a comment and/or picture about your take-away about the Rigor/Relevance Framework in reality using the following hashtags and tags: #tcsslearns #BeBold @tcss_schools @RigorRelevance