1. Instructional Rounds Training Simpson County Schools January-February 2010

2. The Book Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning City, Elmore, Fiarman, and Teitel (Harvard Press, 2009)

3. Inspired by the Medical Profession Based on the model of medical rounds Good practice is highly contextualized Education is a “profession in search of a practice”

4. A Key Idea “The idea behind instructional rounds is that everyone involved is working on their practice, everyone is obliged to be knowledgeable about the common task of instructional improvement, and everyone’s practice should be subject to scrutiny, critique, and improvement.”

5. INSTRUCTIONAL ROUNDS ARE NOT… Evaluative For Administrators Only Checklists or Walkthroughs Implementation Checks A New Initiative

6. The Instructional Core STUDENT TEACHER CONTENT TASK

7. The Difference We Make PROPORTION OF VARIANCE IN STUDENT GAIN SCORES-- READING, MATH-- EXPLAINED BY LEVEL--PROSPECTS STUDY CLASS 60% READING 52-72% MATH STUDENTS 28% R 19% M SCHOOLS 12% R 10-30 M ROWAN, ET AL., “...PROSPECTS...” TEACHERS COLLEGE RECORD ( 2005).

9. STEPS IN ROUNDS PROCESS Identifying a Problem of Practice based on a Theory of Action Using the Ladder of Inference: Collect descriptive evidence Conduct analysis Make predictions Discuss next level of work

10. INSTRUCTIONAL ROUNDS THINGS TO REMEMBER We have not had really systemic powerful ways for schools leaders to learn You have to do the work to learn the work Learning will degrade quickly if you don’t use it Leaders don’t have to have the answers, but they need to ask good questions

11. Rounds require separation of the practice from the person To experience deep learning, people need to experience some discomfort Changes in performance will lag behind changes in practice There will not be an end point to finding a shared understanding

12. Learning about… District and School Improvement Strategy Theory of Action Problem of Practice with Guiding Questions

13. C LASSROOM O BSERVATIONS Reminders: Describe what you see Be specific (fine-grained) Pay attention to the instructional core (teacher, student, content) Evidence related to the problem of practice

14. VIDEO OBSERVATIONS

15. DESCRIPTIVE DEBRIEF On your own: Read through your notes. Star data that seems relevant to the problem of practice and/or data that seems important. Select 5-10 pieces of data and write each one an individual sticky note. Share with your group: Help each other stay in the descriptive (not evaluative) voice. “What did you see/hear that makes you think that?” Everyone speak once before anyone speaks twice

16. ANALYSIS Analyze the descriptive evidence, in your small group, placing sticky notes on chart paper, grouping them, and labeling groups. [A sticky note can stand alone. A sticky note can be duplicated.] What patterns do you see? Don’t forget to account for variation as well as similarities. What groupings help you make sense of what you saw?

17. SHARING ANALYSIS Chart the patterns that you identified across classes and link the analysis to your data collected during observations Did we see the same thing? What do you notice?

18. P REDICTIONS Predict what students are learning. If you were a student in this school and you did everything the teacher told you to do, what would you know and be able to do?

19. NEXT LEVEL OF WORK Review descriptive evidence, analysis, and prediction in light of the Problem of Practice Brainstorm and chart recommendations for next moves for school: Write 3 to 4 actions to be completed by next week, by the end of the year, this time next year, etc.