School Improvement through a theory of action.

1. Presentation to Cohort 5

2. Analytic Introduction
12:20-13:00 & 24:23-25:16

3. What are Instructional
Rounds?

 According to: (City, Elmore, Fiarman, & Teitel, 2009)
 Instructional Rounds are a disciplined way for educators to work
together to improve instruction
 This practice combines three common elements of improvement:
classroom instruction, improvement strategy, and a network of
educators.
 Medical rounds is the most important way physicians and
teaching hospitals teach and share knowledge

4. Instructional Rounds vs.
Supervision /Evaluation

Instructional Rounds Supervision /Evaluation
 Rounds are an inquiry  Only the person being
process. People doing observed is expected to
rounds should expect to learn
learn themselves
 Supervision is about
 Rounds are descriptive
fixing individual
and analytic, not
teachers
evaluative
 Focused on the students  Focused on the teacher

5. Instructional Rounds vs.
Supervision /Evaluation
 Supervision and
Instructional Rounds
Evaluation
Learning Inquiry: Group of learners Main learner: The
Stance observed
Unit of Meant to improve the collective (e.g. Meant to improve the
Improvement school system) individual
Accountability Lateral (peer-to-peer) Top Down
Primary Focus The Instructional Core, especially the The teacher
students and the tasks they’re engaged
in
City (2011, p. 39)

6. The Instructional Core

Teacher
task
Students Content

7. A Theory of Action

 The essential principle of a TOA is that it provides a
direct link to the instructional core—the vital
activities that need to improve teaching and learning.
(City, Elmore, Fiarman, & Teitel, 2009, p. 45)
 Causal: If/then…
 A well-developed TOA can find a clear path through
the clutter
 They don’t have to be perfect…you can always
revise.
 Developed by key constituents

8. Examples of TOA

 If I/we use data in systemic ways as a vehicle for examining
school, classroom, and individual student progress, then
interventions will be targeted in focused ways and achievement
will increase.
 If we continually develop the instructional expertise of our
teachers, then teaching will be strengthened and all students
will learn in deeper and more meaningful ways.
 If we develop the efficacy of students so that they become
active participants in their learning, then students will fully
engage in school and develop the habits of mind that lead to
successful lifelong learning.

9. Examples of TOA

 If ongoing assessment is used to drive instruction in
the classroom, then student individual learning
needs will be met
 If we provide teachers professional development in
scaffolding higher order thinking (HOT)
questions, then students and teachers will increase
HOT question use, thereby improving inquiry in the
classroom

10. Steps for Instructional
Rounds

 1. Assemble a network: Peers, cross groups, etc
 2. Define of Problem of Practice: “A problem of
practice focuses on instruction, is observable and
actionable, connects to a broader strategy of
improvement, and is high leverage ( City, et al., 2009)
 3. Observe in classrooms: descriptive, not
judgmental (chapter handout). Then analyze…e.g.
students ask low level questions
 4. Identify the next level of work.

11. Why do Instructional
Rounds?

To build a common understanding and
language
To reduce variability
To focus our work
To put educators in charge if their own
learning
To guide professional development

12. Activity

Create your own Theory of Action…
1. Groups of three
2. If/then statement…
3. Something we can see/hear in the classroom
4. We will share our group TOAs.
5. Follow-up…

13. Follow-up

 One group to share their Theory of Action
 Connections Protocol
 Speak if you want to
 Don’t speak if you don’t want to
 Speak only once
 Listen and note what others say, but do not directly
respond. This is not a discussion
 Avoid judgmental statements

14. Thank you

Good luck!