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Presented at Lead 3.0 Conference in April 2011. Co-presented by Suzanne O'Connell, Maggie Stanchi, and Kimberly Huesing.

Presented at Lead 3.0 Conference in April 2011. Co-presented by Suzanne O'Connell, Maggie Stanchi, and Kimberly Huesing.

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  • DEVIN
  • DEVIN
  • DEVIN
  • DEVIN
  • DEBBIE 2:15 Good Afternoon. It is my pleasure to be here and to provide you with some introductory information about Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, which I understand you will be reading as a group this year. I have had the great privilege to work with some of the Harvard professors in this area and am so pleased to share some beginning information with you today. Today will serve as a starting place– we’ll just begin to build some common language and understand how this might help your work this year in Carlsbad.
  • The process in this book is based on the medical rounds process. As you know, the medical rounds process is the major way in which physicians develop their knowledge of practice and, more importantly, the major way in which the profession builds and distributes its norms of practice. The rounds model embodies a specific set of ideas about how practitioners work together to solve common problems and to improve their practice.
  • We know that school improvement, just like medical improvement, is a knowledge intensive activity : We improve schools by using information about student learning– from multiple sources Find the most promising instructional problems to work on, and then systematically develop, with teachers and administrators, the knowledge and skill necessary to solve these problems.
  • I know that yesterday, you received news that your student assessment results were flat. What typically begins to happen in schools and districts is that we continue to work on a problem that’s already been solved– remember how Devin framed today. You’ve done some solid work aligning the curriculum to your assessments. Even in medicine, they often talk about doing a good job of curing a disorder that it has already cured. It’s now time to address curing the next disorder. What’s the next problem of practice you need to figure out? I think this quote definitely frames our work in education… We’re never done with our work--We only have new opportunities to learn. Instructional rounds will provide you with a process that can help turn these problems into opportunities. As an instructional leader, we know from McREL and others, that when you spend time in classrooms you not only send a strong message that the center of the schoolhouse is where student learning is taking place– you also communicate what is important at your school and therefore, what impacts student achievement. Plus, your visits provide observation-based data about the quality of instruction, student learning, expectations, climate and school culture, that inform future decisions. As a leader, this also helps you build schoolwide norms of practice. Your observations of teaching and learning in classrooms are part of the rounds process.
  • The big idea in this book… just like in medical rounds: EVERYONE is working on their practice EVERYONE is knowledgeable about the common task of instructional improvement EVERYONE’S practice is subject to scrutiny, critique and improvement In Carlsbad you have begun to deprivatize practice • Some of you, as instructional leaders, have been going in classrooms on a regular basis to observe teaching and learning. Some of you have released your teachers to observe one another as well. You have a sense of what’s good and where something seems to be missing • As a system you’re beginning to figure out how to articulate the indicators of powerful teaching and learning. A perfect example are the math articulation teams that you engaged in last spring. The study of Instructional Rounds will help you move this practice forward.
  • Instructional Rounds will provide you with a continuous learning process to improve instruction in your building and across your district. It all begins with an improvement strategy (such as the improvement of student engagement) and a theory of action (which helps you move from your current state to the state you envision). This theory of action is usually refined as you study teaching and learning. We’ll talk about Carlsbad T of A later today. Related to the district’s theory of action, you will identify a problem of practice at your individual sites. This is the problem you want to solve. Much like in medical rounds-this is the medical issue you want to put several heads around to figure out. Practice is observed and you’ll become more skilled at describing what you see and hear, rather than making judgments. This conversation will begin to build norms of practice-resulting in coherence across your school and across the district. You’ll conduct an analysis of the teaching and learning and identify patterns across your school and your district and make predictions about what students are actually learning. (For example in one school, they noticed an average of 4 students provided oral evidence of their learning, the rest were nodding and copying notes from the board/overhead. Based on these predictions, you will identify the next level of work that you need to embark- what you are going to try on to address your problem of practice.
  • Simply (and for those of you who are more linear in your thinking), the process has four steps
  • Read what it is and what it is not… A CONTINOUS process, not a program Learning to describe what powerful teaching and learning looks and sounds like, not about evaluating teachers Opportunity to dive into problems and continually learn how to improve, not a monitoring tool that checks for implementation Engages everyone in collaboration for the purpose of creating coherence across a school and district, not about training leaders in supervisory skills Very active process where you build a community of practice– expecting to learn from each other and push the thinking of each other. Is is NOT A PASSIVE EVENT.
  • The instructional core anchors the practice of rounds and any other school or district instructional improvement process. The model of the instructional core provides the basic framework for how to intervene in the instructional process so as to improve the quality and level of student learning.
  • 2:35- 3:10 A. Count off and pass out the handouts 2 min. B. Read your appropriate sections. Everyone reads pages 21-23 and then your principle. 6 min. Jigsaw the seven principles: Page 24-25 Page 25-27 Page 27-30 Page 30-31 Page 31-33 Page 33 Page 34-1 st paragraph on page 36 In writing summarize what this principle means to you and how it applies to your work as a leader of instructional improvement- 3 min. Share at tables- 20 min. Ah-has- 3 min.
  • 3:10 READ The power of rounds will only be realized when and if rounds becomes embedded in the actual work of the district. Only if rounds develops a collaborative, inquiry-based culture that shatters the norms of isolation and autonomy and if it leads to the establishment of an “educational practice” that trumps the notion of teaching as an art, a craft, or a style will rounds transform teaching and learning. Therefore, Carlsbad has committed to have you study this process as a means to improving teaching and learning.
  • In order to embed rounds in the work of Carlsbad, a theory of action is developed. This is your hypothesis about what should happen if you put certain strategies into place. If you think back to the model of the process, the theory of action is at the center. The theory of action is the story line that makes a vision and a strategy concrete. Here’s an example…
  • Your instructional services staff have created a beginning theory of action for your study this year. ORIGINAL: If we focus our collective “professional learning communities” on student engagement, then student achievement should increase
  • 3:20- 3:35 WRITE- 3 MIN. SHARE WITH PARTNER- 3 MIN. READ- 3 MIN. TALK TO PARTNER ABOUT QUESTION- 6 MIN. Page 11- If the process did not result in awkwardness and disequilibrium, it would not effect any significant cultural transformation. An example of this discomfort comes from a typical pattern
  • Instructional Rounds brings you a learning process that intersects your observations of teaching and learning; the focus on the district-wide initiative and your use of networks (or professional learning communities) 1)Allows you to create agreed-upon definitions of what high-quality instruction looks and sounds like- through the vehicle of classroom observations 2)Allows you to utilize your professional learning communities as a network to continually improve teaching and learning 3)Allows you to focus your improvement on the district-wide focus/theory of action.
  • As you study this book and implement the process of rounds in your study of student engagement… You will become more skilled at identifying concrete problems of practice AND Utilizing this process for improving teaching and learning Through your increased ability to describe what you see and hear, you will create expected norms of practice throughout your school and district Your ability to make predictions based on the patterns you observe, will provide you with more clarity about determining next steps -Which will allow you to validate and refine your theory of action. I hope this has provided you with some foundational information that will support you as you study this book and implement the process of instructional rounds. Thank you. TURN BACK TO DEVIN
  • DEVIN
  • DEVIN
  • DEVIN
  • DEVIN
  • DEVIN
  • DEVIN

Rounds and Flip Video Rounds and Flip Video Presentation Transcript

  • Flip Videos and Rounds Connecting leaders with the instructional core
  • Introduction
    • The same factors that will support school improvement create barriers that will need to be overcome.  Most students consistently achieve high levels of learning; all students need to achieve high levels of learning. In order to maximize outcomes, all staff will need to adopt a belief system that all students cana nd will learn at high levels.  Underrepresented subgroups will need to receive enhanced support and a comprehensive safety net will need to be developed.  A culture of data analysis, diagnostic/prescriptive instruction, and student-centered instructional strategies will need to be deeply embedded in order to meet the needs of all students.  It will be a challenge to spread a sense of urgency about outcomes for some when outcomes for most are already very good.
      • Carlsbad High School WASC Visiting Team
  • Math Comparisons Grades 2-7 Summative Math
  • English Learners
  • CUTA Agreement
    • Basic Principles of Professional Development
      • Ongoing
      • Collaborative
      • Reflective
      • Meaningful
    • Agreement was to restore 1 day + 7 extended staff meetings
  • Rounds
  • Student Engagement August 2010
  • Focus for 2010-2011
    • Student engagement in mathematics and for EL students.
  •  
  • Deep Alignment Written Taught Tested Curriculum Instruction Assessment
  • Purpose for Today
    • Initiation of a book study by all administrators
    • Introduction of the idea of instructional rounds
    • Begin to build common language about rounds and how it relates to the focus in Carlsbad
  • Medical Rounds Model
    • Develop diagnostic and treatment practices
      • Observe
      • Discuss the evidence
      • Thoroughly analyze evidence
      • Discuss possible treatments
  • School Improvement
    • A “knowledge intense” activity
    • Use information about student learning from multiple sources
    • Find most promising instructional problems to work on
    • Systematically develop, with teachers & administrators, the knowledge and skills necessary to solve these problems
  • Where to Begin…
    • Problems are only opportunities in work clothes.
    • Henry Kaiser
  • Deprivatizing Practice
    • Slowly, the image of the teacher behind the closed classroom door is giving way to an image of an open door, but many educators are not sure what to look for when they open the door and what to do with what they see.
  • Instructional Rounds Theory of Action Improvement Strategy Observation/ Description Analysis Themes/ Patterns Prediction: If you were a student…What would you know & be able to do…? Problem of Practice Next Level of Work
  • Four Step Process
    • Identifying a problem of practice
    • Observing practice
    • Debriefing observations
      • Describe
      • Analyze
      • Predict
    • Determining next level of work
  • Instructional Rounds What it is… What it is not …
    • A process/professional practice
    • Learning to describe and identify effective teaching and learning
    • An opportunity to dive into problems of practice and continually learn how to improve
    • Engage in collaboration to create coherence
    • A community of practice where we expect to learn from each other and to push the thinking of each other
    • A program
    • Evaluation of teachers
    • An implementation check or monitoring tool
    • Training in supervisory skills
    • Passive
  • Instructional Core
    • The only way that teaching and learning can improve is through changes in the relationships of students and teachers in the presence of rigorous content.
    Student Teacher Content
  • Seven Principles To Guide our Work with the Instructional Core
    • Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
    • If you change any single element of the instructional core, you have to change the other two to affect student learning
    • If you can’t see it in the core, it’s not there.
    • The task predicts performance.
    • The real accountability system is in the tasks that students are asked to do.
    • We learn the work by doing the work, not by telling other people to do the work, not by having done the work at some time in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.
    • Description before analysis, analysis before prediction, prediction before evaluation.
    Student Teacher Content TASK
  • Instructional Rounds
    • The power of rounds will only be realized when and if rounds becomes embedded in the actual work of the district. Only if rounds develops a collaborative, inquiry-based culture that shatters the norms of isolation and autonomy and if it leads to the establishment of an “educational practice ” that trumps the notion of teaching as an art, a craft, or a style, will rounds transform teaching and learning.
  • Theories of Action
    • If … then …
    • Examples:
      • If we use data in systematic ways as a vehicle for examining school, classroom, and individual student progress, then interventions will be targeted in focused ways and achievement will increase.
  • Carlsbad Theory of Action
    • If we focus our collective professional learning communities’ work on ensuring all students are engaged in learning, then teaching will be strengthened and student achievement will increase.
  • Student Engagement
    • Write down how you define student engagement
    • Share with a neighbor
    • Read pages 10-11
    • How does this information impact how you begin to lead the study of student engagement?
    How will your investment in studying student engagement influence 1) teachers’ knowledge and skill, 2) the level of content you expect to see in the classroom 3)the role of the student in the instructional process?
  • Instructional Rounds
    • A Learning Process
    Classroom Observations Network/ Professional Learning Communities District-wide Initiatives
  • Instructional Rounds
    • Identify problems of practice related to the instructional core
    • Utilize a process for improving teaching & learning
    • Develop skills in observing teaching and learning—describing what we see and hear
    • Develop skills in analyzing practice and determining next steps
    • Validate/Revise your theory of action
  • Engagement Strategies
  • Flip Videos
  • Flip Video Cameras
  • The Answer To How
    • Curricular Teams
    • Staff Meetings
      • Including 7 meetings that extend +1 hour each
    • Semester Break Buyback Day
      • Likely to be team-based PLC meetings reflecting on progress to date
      • Grading?
    • Leadership and PLC Teams
    • Principal Meetings
  • Staff Meetings
    • 7 Extended Meetings
      • 3 on student engagement
        • 2 to work on task
        • 1 to view projects from other schools
      • 2 on math
      • 2 on EL
    • Initial Task:
      • As a school team, define student engagement and create 10 minute multimedia project to distribute to students, families, and other school staff teams
      • Include examples/evidence such as video segments
      • Consider establishing rubrics for student engagement
      • Process must engage all staff
  • Principal Meetings
    • Task for next meeting:
      • Bring flip video and ipod touch to each meeting.
      • First meeting will include time to review videos with examples of student engagement.
      • Begin with volunteers/early-adopters
      • Focus of videos is to help us with instruction, not evaluation
      • Collect at least three video segments before next meeting
  • Principal’s Meetings
  • Table Talk
    • As a leadership team, how engaging are your meetings?
    • What strategies could you implement to increase the level of engagement among leaders when you do meet?
  • Carlsbad High School
    • Theory of Engagement:
      • Focuses attention on student motivation and the strategies needed to increase the prospect that schools and teachers will be positioned to increase the presence of engaging tasks and activities.
  • Carlsbad High School Process
  • Calavera Hills Middle School
  • Calavera Hills Middle Prompts
    • What is the teacher doing and saying?
    • What are students doing and saying?
    • What is the task?
  • Aviara Oaks Elementary School
  • Aviara Oaks Elementary School
  • Video Exercise
    • What grade is it?
    • What content area?
    • How many students are there?
    • How many boys/girls?
    • How many adults?
    • What are students being asked to do?
    • What are students actually doing?
    • What are the patterns of interaction …
      • Teacher to student?
      • Student to student?
      • Do students initiate or are they responding to teacher?
    • What questions are being asked?
    • Who is asking the questions?
    • What are the responses to the questions?
    • How much time is spent on the activity?
  • Curriculum and Articulation
  • Student Engagement Products
    • Aviara Oaks Elementary
    • Calavera Hills Middle
    • Carlsbad High School
  • Flip Video
  • Engagement Checklist
  • Conclusion
    • Reflection Questions:
      • What is the difference between description, analysis, and prediction from the perspective of the person observing in the classroom?
      • What are the benefits and disadvantages of collaboratively observing classroom practice?
      • Based on what we have shared, what are your next steps?
    • Summary Thoughts and Next Steps: Suzanne O’Connell
    • Questions: Contact Devin Vodicka
      • [email_address]