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Welcome to
Instructional Rounds!
Region 19 ESC
What Instructional Rounds is Not!
• “Walkthroughs” or “Drive-bys”
• ATeacher EvaluationTool
• An Implementation Check
• ATraining for Supervision
• A “Program” or a “Project”
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
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
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
The Pieces of the Puzzle
Problem of Practice
Observations
DebriefNext Level of Work
Describe
Analyze
Predict
Just the facts, ma’am.
Fact or Judgment?
“We saw engaging activities.”
Judgment
“We saw 11 out of 22 students participating
in a classroom activity.”
Fact
Fact or Judgment?
“Students share results in creative ways.”
Judgment
“Students share results using charts, graphs, and
three dimensional representations.”
Fact
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
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.
Gallery Walk
• Look for trends.
• Note trends as a table group
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?
Next Level of Work
Propose solutions and recommend
actions.
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.
Questions?
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

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Harvard Instructional Rounds - Explained

  • 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.
  • 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

  1. 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. 2. Sytem-wide: 3. Culture buiding: 4. Reforms: provides a setting to discuss reforms… break them down. 5. Data to Practice:
  3. 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.
  4. 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.
  5. 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:
  6. 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; -
  7. Pg. 122-123 Refer back to the task. Share predictions with the group.
  8. Pg. 122-123 Refer back to the task. Share predictions with the group.
  9. 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.
  10. PLCs may be used to provide teachers time to develop their plan of action for addressing the recommendations.