1. Instructional Rounds Peninsula School District
Secondary
February 6, 2015

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

3. 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.

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

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

7. 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

8. 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

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

10. 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?

11. 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

12. Independent Review
Review this lesson. What do you notice?

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

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

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

16. 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

17. Today’s Look Fors
Record evidence related to student thinking

18. 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

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

20. Observations
Transition to classrooms

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

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

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

24. 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?

25. 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?

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

27. 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)

28. Rounds Reflection
Because of this work, I ____________

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