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Central Peninsula Instructional Rounds Evaluation


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Central Peninsula Instructional Rounds Evaluation

  2. 2. 1. Given your experience with Instructional Rounds, are you now looking through a different lens when you visit classrooms in your school?
  3. 3. <ul><li>It has reinforced the program we have which involves teachers and leadership spending time in each others classes and working together. </li></ul><ul><li>Very much so much more focussed on the appropriateness of task and how many students are at operating at zone of proximal development!! </li></ul><ul><li>Allowing more time in each classroom instead of an overview of each classroom. This allows for greater depth of understanding of the teaching and learning taking place. </li></ul><ul><li>Especially around questioning students about what they are doing etc. </li></ul><ul><li>I am now looking at what students are doing, the learning focus and the engagement of the children rather than just passing through. </li></ul><ul><li>looking through &quot; problem of practice eyes&quot; </li></ul><ul><li>A greater focus on what the student is learning. </li></ul><ul><li>A more developed lens of analysing the activity of the kids and staff </li></ul><ul><li>Not interested nearly as much in seeing students on task. Much more interested that they can articulate their learning intention and tell me what they will need to do next </li></ul><ul><li> CONT ...... </li></ul>
  4. 4. <ul><li>Your observations become more focussed and non-judgemental, gathering evidence rather than making judgements. </li></ul><ul><li>Visiting other and focused observing, followed by discussion with a purpose has equipped me better to learn from visiting classrooms. </li></ul><ul><li>Looking at teacher practice and questioning children more </li></ul><ul><li>Really observing teaching and learning Talk to individual students more specifically about their learning Listen more to what the teacher is saying Recording what I see teachers and students doing, saying and making Giving more very specific feedback </li></ul><ul><li>I feel now that I more conscious of the teaching and learning going on with individuals and groups of children. I also ask more questions of the children when I visit classrooms and am able to have more productive, clarifying conversations with staff regarding specific children and their needs. </li></ul><ul><li>Principal walk throughs and Instructional rounds have focused me on specific items </li></ul><ul><li>I now ask children the what, why & how questions about their learning. </li></ul>
  5. 5. 2. Have you engaged in a professional discussion around teacher practice as a result of participating in Instructional Rounds?
  6. 6. <ul><li>These discussions have been part of our growth program and professional growth teams on a regular basis- it did however reinforce this as correct practice. </li></ul><ul><li>Yes always give feedback at leadership and staff meetings. </li></ul><ul><li>Particularly having been a host school for a round. this has provided us with detailed feedback to not only structure future teaching learning but to also re focus our energies on what is important. </li></ul><ul><li>This discussion has mainly at leadership level in relation to consistency of practice. </li></ul><ul><li>Conversation changing from Student management to curriculum </li></ul><ul><li>Have discussed this with the leadership team and briefly with feedback to teachers. </li></ul><ul><li>Not yet </li></ul><ul><li>The process provides a really useful shared language that facilitates value free and productive conversation around teaching and learning </li></ul><ul><li> CONT ... </li></ul>
  7. 7. <ul><li>Continually with the leadership team and at every available opportunity with staff, both formally and informally </li></ul><ul><li>Each round is an opportunity to discuss teacher practice. In addition, all meetings are now focussed on teaching and learning discussions at our school. </li></ul><ul><li>Here at my own school. See next answer. </li></ul><ul><li>spoken about consistency of practice and ZPG </li></ul><ul><li>With individuals and teams of teachers At leadership meetings </li></ul><ul><li>Part of our improvement agenda has centred on quality professional dialogue so I have been able to expand on this and the types of questions asked within that process as a result of the rounds. </li></ul><ul><li>My two AP's have participated and we have discussed several issues and ideas </li></ul><ul><li>We are running our own rounds at LPPS. </li></ul>
  8. 8. 3. Have you implemented anything new at your school as a result of Instructional Rounds?
  9. 9. <ul><li>Staff are completing Instructional rounds each term in each others classroom. A modified approach but very successful so far. </li></ul><ul><li>Not yet, however we are on a long term journey utilising the feedback. </li></ul><ul><li>working towards implementing it in line with our new strategic plan for 2012 </li></ul><ul><li>We have just started using Rounds with teachers visiting each others classrooms and commenced a series of Assessment PD's with Philip Holmes-Smith </li></ul><ul><li>No but we are thinking of introducing an internal Instructional Round model for 2012 as a PD focus. </li></ul><ul><li>needs for time for consultation with teachers and possible future classroom observation. </li></ul><ul><li>N/A </li></ul><ul><li>We have been focusing on differentiated learning and our teaching practice in Mathematics and our practice has changed greatly across the school. </li></ul><ul><li>Yes, we have initiated our own school-based IR which is being very positvely accepted by staff. </li></ul><ul><li>collegiate/peer visits </li></ul><ul><li>CONT .. </li></ul>
  10. 10. <ul><li>Revisited and raised profile of practice i.e. explicit teaching from PoLT </li></ul><ul><li>I have not implemented anything &quot;new as a result of instructional rounds&quot; however, the work we have been engaged in has been greatly enhanced by the rounds. </li></ul><ul><li>Not at this stage. Working on a Vision of Pedagogy at present which will then follow on with our own instructional rounds. Whole staff have previously participated in Principal Walk throughs </li></ul><ul><li>Yep, learning walks/scaled down IR. We will also be more focused on personalised learning. </li></ul>
  11. 11. 4. Have you engaged in professional reading as a result of Instructional Rounds?
  12. 12. <ul><li>It has encourage myself and leadership team to read more widely in this area. </li></ul><ul><li>Particularly in the field of personalised learning and inquiry. </li></ul><ul><li>Yes </li></ul><ul><li>No, but the reading I do have another element to consider. </li></ul><ul><li>In particular around deepening my understanding of personalising learning and the use of open space in 21st century learning </li></ul><ul><li>Not really. </li></ul><ul><li>anything I could find re Instructional Rounds, feedback and peer observations </li></ul><ul><li>Ning Revisited Elmore's book and information from the instructional rounds </li></ul><ul><li>Only &quot;Instructional Rounds in Education&quot; </li></ul><ul><li>There is a variety of material out on the web. Interesting to gather ideas </li></ul><ul><li>We have always been into professional reading. </li></ul>
  13. 13. 5. Has being a part of Instructional Rounds changed your thinking - educationally?
  14. 14. <ul><li>My focus is now on what the child may be thinking ie: question the students , have you done this work before , is this work hard or easy, why are you doing this work? </li></ul><ul><li>in terms of being far more proactive with the teaching practice taking place in my school - taking the time to spend in discussions/conversations with teachers as well as setting them challenges. Also the quality time I spend in classrooms. </li></ul><ul><li>The differences between classes and teachers is much more obvious and the need for consistency of practice becomes apparent. </li></ul><ul><li>Not in terms of my philosophy but more in the sense that it's important to have structures in place that challenge and support our teachers become the best they can be. </li></ul><ul><li>Not so much changed but provided great energy and impetus to engage further in understanding how schools and teaching and learning are evolving. </li></ul><ul><li>CONT ... </li></ul>
  15. 15. <ul><li>But it has reaffirmed my beliefs in personalised learning and the need to continue to build teacher capacity and challenge old thinking </li></ul><ul><li>Pretty much as already described. Hasn't changed what I believe is important in teaching and learning. </li></ul><ul><li>confirmed a lot of things </li></ul><ul><li>Brought my thinking back to focus more on the what, how and why </li></ul><ul><li>It has enhanced it. </li></ul><ul><li>Not changed .... added to and enhanced </li></ul><ul><li>I'm probably a little more focused on what a great classroom looks/sounds like. </li></ul>
  16. 16. 6. Has your knowledge of best practice improved as a result of Instructional Rounds?
  17. 17. <ul><li>It has been interesting to view what is occurring in other schools and see things in operation. </li></ul><ul><li>Where to start!!! </li></ul><ul><li>Every visit is an opportunity to learn something new and it is great to see what other schools are doing. </li></ul><ul><li>It is good to see examples of best practice especially in relation to inquiry learning. </li></ul><ul><li>Only to the extent that their is a lot of good practice, some not-so-good practice and a little best practice. </li></ul><ul><li>Without question, it is a great privilege to be in a place where teachers are sharing their practice in such a public way and to observe first hand what high level practice looks like </li></ul><ul><li>Observe first hand what high level practice looks like </li></ul><ul><li>CONT ... </li></ul>
  18. 18. <ul><li>It hasn't changed but it has been good to see it in action to varying degrees </li></ul><ul><li>Also as already described above. </li></ul><ul><li>Going through the rounds process has been a hugely positive experience. We were looking for confirmation of what we knew was right and to have a broader view of the road ahead. Both these needs have been able to be addressed better as a result of the process. </li></ul><ul><li>Knowledge of best practise should always improve, challenge, re-define. </li></ul>
  19. 19. 7. Have you led any targeted PD as a result of your participation in Instructional Rounds?
  20. 20. <ul><li>About to start tomorrow night. </li></ul><ul><li>We have been working with Philip Holmes-Smith on using assessment data to inform teaching </li></ul><ul><li>Not Yet. </li></ul><ul><li>Most through professional reading and some face to face. </li></ul><ul><li>With three year level teams refining our approach to personalised learning </li></ul><ul><li>Assessment workshop for all staff </li></ul><ul><li>Yes. our own IR at school. </li></ul><ul><li>peer observation pd for staff and giving and receiving of feedback </li></ul><ul><li>The PD that has arisen directly from the IR has been used to assist our process of continuous improvement. We have targeted areas of improved engagement in literacy teaching and learning as a direct result of the rounds. </li></ul><ul><li>Differentiated learning </li></ul><ul><li>Personalised learning. </li></ul>
  21. 21. 8. Have your observational skills improved as a result of Instructional Rounds?
  22. 22. <ul><li>most definitely. also my questioning techniques with teachers and students. Far more specific and directed. </li></ul><ul><li>I am now much more aware of what is happening in classrooms. </li></ul><ul><li>The rounds, and the resulting conversations, have refined my focus. </li></ul><ul><li>without doubt, the framework and the rigour of the IR process has sharpened and refined my observations every time I enter a classroom </li></ul><ul><li>More focus on what the teacher is doing and saying as a predictor of personalisation </li></ul><ul><li>Yes practice, experience and discussion has been helpful. </li></ul><ul><li>changed the focus from &quot;are the kids 'engaged'&quot; to what are they actually doing - purpose and relevance </li></ul><ul><li>I feel now that I am more conscious of the teaching and learning going on with individuals and groups of children. I also ask more questions of the children when I visit classrooms and am able to have more productive, clarifying conversations with staff regarding specific children and their needs. </li></ul><ul><li>An excellent part of the process is the discussion with colleagues about what they viewed. </li></ul><ul><li>Now look at the classroom practice with a sharper edge. </li></ul>
  23. 23. <ul><li>Would you support Instructional Rounds to continue as a network focus in 2012? </li></ul><ul><li>YOU PREDICT </li></ul>
  24. 24. 9. Would you support Instructional Rounds to continue as a network focus in 2012?
  25. 25. <ul><li>But fewer than this year maybe 1 per term </li></ul><ul><li>I would support an instructional rounds to occur but not to the same extent as it has - there are other things that I believe we need to be looking at as part of the Network that we are not finding time for. </li></ul><ul><li>I think it would be good to complete rounds in all network schools. </li></ul><ul><li>This is our core work and the basis of why schools exist. It would be a backward step to stop doing this work. </li></ul><ul><li>Without hesitation </li></ul><ul><li>But for APs and LTs </li></ul><ul><li>would be very disappointed if it didn't Great to see Principals talking about instruction and not paper work </li></ul><ul><li>A clear consensus regarding how often and for how long will need to be sought from the Network. </li></ul><ul><li>But involvement with other staff .... as the plan is for the AP group. Perhaps an extension to Leading Teachers as these will be the ones in our school also participating in observation rounds. </li></ul><ul><li>But not as many instances. Perhaps 3 per year? </li></ul>
  26. 26. 10. What improvements could be made as a network to the Instructional Rounds Process? <ul><li>OF THE 12 RESPONSES .... </li></ul><ul><li>Reduction in the number - 1 or 2 a year. </li></ul><ul><li>As we get better perhaps make the day or the process shorter. </li></ul><ul><li>I think it is great as it is. The move to the rest of the day work at Mornington GC was an excellent initiative. as a host school the organisation can take away the focus from the process. </li></ul><ul><li>Maybe a slightly shorter timeframe. </li></ul><ul><li>Not sure. I think we need to continue and evaluate as we go. But at this early stage, we should just continue with the current format. </li></ul><ul><li>CONT ... </li></ul>
  27. 27. <ul><li>Include other staff in the rounds. Perhaps 40% of the group principals. 60% other staff. Each principals doesn't have to be involved in every round. Share the experience with other staff top develop leadership capacity in T&L. </li></ul><ul><li>Training for people prior to participating in instructional rounds </li></ul><ul><li>I feel we are moving to far more specific and targeted suggestions for future practice in the schools we visit - this is a good thing! A generic list of great pedagogy is not the best outcome for an Instructional Round. </li></ul><ul><li>None really except to make them less frequent. </li></ul><ul><li>Now that we know what we are doing, half days </li></ul><ul><li>I think we are all still learning and to keep it as is would help us consolidate the process. </li></ul><ul><li>I think we need to continually refine the process and include the AP's/ school leadership teams </li></ul>