Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (11)
Similar to Harvard Instructional Rounds - Explained
Similar to Harvard Instructional Rounds - Explained (20)
More from yherna12
Recently uploaded
Recently uploaded (20)
Harvard Instructional Rounds - Explained
- 1. Welcome to Instructional Rounds! Region 19 ESC
- 2. What Instructional Rounds is Not! • “Walkthroughs” or “Drive-bys” • ATeacher EvaluationTool • An Implementation Check • ATraining for Supervision • A “Program” or a “Project”
- 3. What it is! • Based on the Medical Rounds Model • System-wide Improvement • Culture Building Activity • Makes Sense of Existing Reforms • Connects Student Data to Practice • An Accelerant for School Improvement
- 4. What Instructional Rounds Can Do • Strengthen & Deepen an Improvement Strategy • Build & Reinforce a Culture of Improvement • Provide Clarity & Focus for Professional Development • Build Pathways into Multiple Leadership Roles
- 5. What will Instructional Rounds do for my teachers? • Expose them to various practices region wide • Taking back ideas to implement in their classroom • Engage in meaningful discussions about the practice of education • Exposure to the process of “Instructional Rounds” prior to engaging in the process on your campus
- 6. The Pieces of the Puzzle Problem of Practice Observations DebriefNext Level of Work Describe Analyze Predict
- 7. Just the facts, ma’am.
- 8. Fact or Judgment? “We saw engaging activities.” Judgment “We saw 11 out of 22 students participating in a classroom activity.” Fact
- 9. Fact or Judgment? “Students share results in creative ways.” Judgment “Students share results using charts, graphs, and three dimensional representations.” Fact
- 10. Fact or Judgment? “Instruction began 10 minutes after the bell.” Fact “Students left class while the teacher was teaching.” Fact “Disruptions during class prevented the teacher from being effective.” Judgment
- 11. Debrief • Highlight major pieces of information from notes. • Write this information on sticky notes. • Share sticky notes with your group. • Categorize sticky notes. • Label categories. • Post on chart paper.
- 12. Gallery Walk • Look for trends. • Note trends as a table group
- 13. Post Gallery Walk • Chart patterns & trends. – Strengths – Areas of Growth • Make predictions. If you were a student in this school and you did everything you were expected to do, what would you know and be able to do?
- 14. Next Level of Work Propose solutions and recommend actions.
- 15. What hosting campus does with the information….. • Shares this information with teachers. • Uses the information to develop the next problem of practice. • Determine professional development needs.
- 16. Questions?
- 17. Contact Information: Efren Tarango etarango@esc19.net (915) 780-5078 Jeff Strom jstrom@esc19.net (915) 780-5339 Monica Jaloma mjaloma@esc19.net (915) 780-5382 Carmen Imai cimai@esc19.net (915) 780-5069 Yoscelina Hernandez yhernandez2@esc19.net (915) 780-5075
Editor's Notes
- Walkthroughs- Rounds is descriptive, analytic, and inferential. Teacher Eval tool- focuses on the practice and does not separate the person from the practice. Implementation Ck- Focuses ofn patterns of practice, predicted results, not compliance w/directives. Supervision- Rounds is collective learning. - Rounds is a powerful way to get people involved and build a culture. 5. “Program or Project”- Rounds is a practice designed to support an existing improvement strategy. - It is not the improvement strategy itself.
- 2. Sytem-wide: 3. Culture buiding: 4. Reforms: provides a setting to discuss reforms… break them down. 5. Data to Practice:
- 1. Teacher names/classrooms are so far removed from the final product that no one knows or cares what happened in a particular class; instead, the focus in on what was seen across the board.
- 1. Teacher names/classrooms are so far removed from the final product that no one knows or cares what happened in a particular class; instead, the focus in on what was seen across the board.
- Prob of Practice: Observation: Facts only; Debrief: Describe, Analyze, Predict –Flip/rotate the puzzle piece and have these three words included when it settles back into place. Next level of Wk: Theory of Action:
- Sample facts: -Tasks -Students did the same activity with different HO’s. Some had lots of writing & small boxes; others had larger font & boxes w/less writing; -
- Pg. 122-123 Refer back to the task. Share predictions with the group.
- Pg. 122-123 Refer back to the task. Share predictions with the group.
- What are the systemic issues that need to be addressed by the campus as a whole? -Leave no more than 3 recommendations. -This is a whole group activity with recommendations being built by consensus.
- PLCs may be used to provide teachers time to develop their plan of action for addressing the recommendations.