POP observation evidence next steps ORU NDS Instructional Instructional Rounds Instructional Rounds An overview Presented by: The “Harvard” Team

POP observation evidence next steps ORU NDS Instructional Instructional Rounds Instructional Rounds Why Aren't School Leaders More Like Doctors?

POP observation evidence next steps ORU NDS Instructional Guaranteed and viable curriculum PWT Comprehensive improvement plan PD teaming SBIC CIP IR The Big Picture DBIC PDAS TLA

POP observation evidence next steps ORU NDS Instructional Consistent quality instruction

POP observation evidence next steps ORU NDS Instructional CampusImprovement(Leadership)Team CIP POP evolving POP Placement of Instructional Rounds in the Improvement Process Various inputs: PWT, SBIC, vertical team, SAS, curriculum, AEIS, etc. consistent quality instruction rounds site visit Next level of work Cycle repeats as necessary Continuous instructional improvement

POP observation evidence next steps ORU NDS Instructional a formal protocol a formal protocol a culture building activity a culture building activity a component of a comprehensive strategy a component of a comprehensive strategy Rounds is …

POP observation evidence next steps ORU NDS Instructional Instructional Rounds – Instructional Rounds – A Learning Process Classroomobservations network System-wideImprovementPlans

POP observation evidence next steps ORU NDS Instructional The Instructional Core student teacher content task

POP observation evidence next steps ORU NDS Instructional Protocol of a Rounds School Visit Problem of Practice Problem of Practice Observation of Practice Observation of Practice Observation Debrief Observation Debrief Describe Describe Analyze Analyze Predict Predict Next Level of Work Next Level of Work

POP observation evidence next steps ORU NDS Instructional Next Level of Work: Purposes bring “fresh eyes” to the school’s practice respond to the problem of practice respond to the problem of practice move instructional practice across classrooms consistently with the school’s and the system’s improvement strategy move instructional practice across classrooms consistently with the school’s and the system’s improvement strategy provide feedback consistent with the specific school’s context provide feedback consistent with the specific school’s context

POP observation evidence next steps ORU NDS Instructional Problem of Practice Elementary Example What type of praise do teachers give students? What are teachers saying when they praise students? What are students’ reactions to the praise they receive from teachers?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Elementary Example Is there evidence that the student activity (task) demonstrates student understanding of stated learning goal? Can students demonstrate understanding with student products and / or student responses?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Elementary Example Do you see evidence that teachers planned activities that allow for collaborating and problem-solving around critical thinking skills?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Elementary Example Are students explaining their thinking to reflect higher order thinking skills (the ability to apply, analyze, evaluate, create)? What’s the nature of student response? Is it high-level or low-level thinking?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Secondary Example How will teachers provide opportunities for students to engage in complex ideas and concepts through the use of effective questioning techniques as posed by teachers and students?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Secondary Example How are students interacting with texts as a part of their everyday learning?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Secondary Example How do teachers provide opportunities for students to engage in authentic tasks incorporating higher levels of thinking?

POP observation evidence next steps ORU NDS Instructional Problem of Practice Secondary Example What is the evidence that students are given opportunity to explore re-teach/remediate activities during instructional time?

POP observation evidence next steps ORU NDS Instructional Broad and comprehensive look Defined set of “look fors” PWT More teacher directed Identification of growth area & action plan to impact Constantly revisiting components of effective instruction Focus and structure for observing classroom instruction IR Narrow & deeper look Impartial network of observers Isolating singular element deeply Problem of practice (POP) generated from campus Periodic planned classroom visits focused on POP Network suggestions for next steps Analysis of data collected Component of improvement strategy Leading toward consistent quality instruction Capturing multiple data points Evidence-based classroom observation Next level of work

POP observation evidence next steps ORU NDS Instructional What It’s NOT Walkthroughs or quick observationsWalkthroughs or quick observations Rounds is descriptive, analytic, inferential

POP observation evidence next steps ORU NDS Instructional What It’s NOT A teacher evaluation toolA teacher evaluation tool No assessment of individual teachers Separate the person from the practice; focus on the practice

POP observation evidence next steps ORU NDS Instructional What It’s NOT An implementation checkAn implementation check Rounds focuses on patterns of practice, predicted results, not compliance with directive

POP observation evidence next steps ORU NDS Instructional What It’s NOT A program or a projectA program or a project Rounds is a practice, designed to support an existing improvement strategy at the school or system level

POP observation evidence next steps ORU NDS Instructional What It’s NOT Training for supervisionTraining for supervision Rounds focuses on collective learning, rather than individual supervisory practice

POP observation evidence next steps ORU NDS Instructional CampusImprovement(Leadership)Team CIP POP evolving POP Placement of Instructional Rounds in the Improvement Process Various inputs: PWT, SBIC, vertical team, SAS, curriculum, AEIS, etc. consistent quality instruction rounds site visit Next level of work Cycle repeats as necessary Continuous instructional improvement

POP observation evidence next steps ORU NDS Instructional Next Steps

POP observation evidence next steps ORU NDS Instructional Lab School(s)Lab School(s) Network of observersNetwork of observers Build Capacity

POP observation evidence next steps ORU NDS Instructional Campus or campuses identified through volunteer processCampus or campuses identified through volunteer process Training ground to establish a network of observersTraining ground to establish a network of observers Lab School

POP observation evidence next steps ORU NDS Instructional Group of trained observersGroup of trained observers PrincipalsPrincipals Team leadersTeam leaders Central office personnelCentral office personnel Network

POP observation evidence next steps ORU NDS Instructional Volunteering for considerationVolunteering for consideration Lab school and network Lab school and network Time commitmentTime commitment 2 – 5 days 2 – 5 days Level of engagementLevel of engagement active participation active participation enthusiasm to gain experience enthusiasm to gain experience Getting Started

POP observation evidence next steps ORU NDS Instructional CampusImprovement(Leadership)Team CIP POP evolving POP Placement of Instructional Rounds in the Improvement Process Various inputs: PWT, SBIC, vertical team, SAS, curriculum, AEIS, etc. consistent quality instruction rounds site visit Next level of work Cycle repeats as necessary Continuous instructional improvement

POP observation evidence next steps ORU NDS Instructional October 29 th: Deadline for sign-upOctober 29 th: Deadline for sign-up VolunteersVolunteers Lab SchoolLab School NetworkNetwork Getting Started

POP observation evidence next steps ORU NDS Instructional Getting Started

POP observation evidence next steps ORU NDS Instructional November:November: Selection of Lab School & NetworkSelection of Lab School & Network Lab school site trainingLab school site training January – FebruaryJanuary – February: Network TrainingNetwork Training First Round VisitFirst Round Visit Timeline

POP observation evidence next steps ORU NDS Instructional Learning wiki

POP observation evidence next steps ORU NDS Instructional Questions ?