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

2. 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

3. Instructional Rounds Debriefing

4. “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.”

5. 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

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

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

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

9. 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.

10. 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.

11. 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.

12. Affinity Mapping Example

13. 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.

14. 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

15. 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?

16. 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

17. 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

21. 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

22. 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?

23. 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?

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

25. 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: