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“ Unless someone like you cares a whole awful lot, nothing is going  to get better. It's not.”  Dr. Seuss
What has prepared us for  Instructional Rounds? <ul><li>Majority of staff have participated in learning walks in 2009 </li...
Why Instructional Rounds ? <ul><li>TO ... </li></ul><ul><li>Work together systematically to try and provide high quality t...
A video brought to you by BYDAVIT productions Why Instructional Rounds ?
What does Instructional Rounds  mean for Kunyung? <ul><li>Based on evidence rather than judgement / Set in the descriptive...
The Instructional Core “  You don’t change performance without changing the instructional core. The relationship of the te...
The Instructional Rounds Process  Developing a culture As a network it is necessary to set up a coherent, contributing  co...
Reflection – Nina and Jenni SMR INSTRUCTIONAL ROUNDS PILOT PROGRAM
The Problem of Practice And another video brought to you by  BYDAVIT Productions
Problem of Practice <ul><li>Problem is a scientific term and neutral </li></ul><ul><li>The Problem of Practice provides a ...
Developing our Problem of Practice <ul><li>Key Improvement Strategies from the </li></ul><ul><li>School Strategic Plan </l...
Student Learning <ul><li>Develop and implement a whole school curriculum which reflects Inquiry learning </li></ul><ul><li...
Student Engagement and Wellbeing <ul><li>Through the Inquiry model, continue to increase the student’s ability to manage a...
Student Pathways and Transitions <ul><li>Ensure that curriculum is planned, taught and assessed in a consistent, cohesive ...
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Preparing staff for instructional rounds

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Preparing staff for instructional rounds

  1. 1. “ Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.” Dr. Seuss
  2. 2. What has prepared us for Instructional Rounds? <ul><li>Majority of staff have participated in learning walks in 2009 </li></ul><ul><li>Most staff have been involved in Principal walkthroughs as part of Principal’s professional learning </li></ul><ul><li>Staff have said they have been prepared to be involved in Instructional Rounds </li></ul><ul><li>Nina and Jenni, as part of their TPL and principal have been involved with the SMR Instructional Rounds pilot program </li></ul><ul><li>Central Peninsula Principal’s Network is trialling Instructional Rounds .... </li></ul><ul><li>AND THAT’S WHAT BRINGS US HERE TODAY </li></ul>
  3. 3. Why Instructional Rounds ? <ul><li>TO ... </li></ul><ul><li>Work together systematically to try and provide high quality teaching and learning for all children </li></ul>
  4. 4. A video brought to you by BYDAVIT productions Why Instructional Rounds ?
  5. 5. What does Instructional Rounds mean for Kunyung? <ul><li>Based on evidence rather than judgement / Set in the descriptive voice – What is that? </li></ul><ul><li>Activity: Identify the descriptive and judgemental comments </li></ul><ul><li>A real focus not a grab bag: looking only at what the school has identified as a problem of practice </li></ul><ul><li>Not a teacher evaluation tool or assessment of individual teachers – in Rounds you are separating the person from the practice and focusing on the practice. LOOK down not UP </li></ul>
  6. 6. The Instructional Core “ You don’t change performance without changing the instructional core. The relationship of the teacher and the student in the presence of content must be at the centre of all efforts to improve performance.” Elmore 2007. Instructional Core = teachers and students working together in the presence of content. student teacher content
  7. 7. The Instructional Rounds Process Developing a culture As a network it is necessary to set up a coherent, contributing collaborative culture to operate powerfully and collegiately. This is achieved by setting clear expectations, protocols and norms.
  8. 8. Reflection – Nina and Jenni SMR INSTRUCTIONAL ROUNDS PILOT PROGRAM
  9. 9. The Problem of Practice And another video brought to you by BYDAVIT Productions
  10. 10. Problem of Practice <ul><li>Problem is a scientific term and neutral </li></ul><ul><li>The Problem of Practice provides a lens to what you want </li></ul><ul><li>to observe. </li></ul><ul><li>it is directly observable </li></ul><ul><li>focuses on the Instructional Core </li></ul><ul><li>is actionable – is in the school’s control and can be improved in real time. </li></ul><ul><li>connects to a broader strategy or ‘A Theory of Action’ e.g. the School Strategic Plan / AIP </li></ul><ul><li>At our school, the Problem of Practice will be developed by the whole school </li></ul>
  11. 11. Developing our Problem of Practice <ul><li>Key Improvement Strategies from the </li></ul><ul><li>School Strategic Plan </li></ul>
  12. 12. Student Learning <ul><li>Develop and implement a whole school curriculum which reflects Inquiry learning </li></ul><ul><li>Develop the capacity of staff to use data to inform explicit teaching </li></ul><ul><li>Enhance the capacity of staff to plan and reflect in collaborative teams ensuring collective responsibility for all students </li></ul><ul><li>Optimise the use of ICT as a teaching and learning tool </li></ul>
  13. 13. Student Engagement and Wellbeing <ul><li>Through the Inquiry model, continue to increase the student’s ability to manage and monitor their own learning </li></ul><ul><li>Develop teacher capacity to address the individual learning needs of all students </li></ul>
  14. 14. Student Pathways and Transitions <ul><li>Ensure that curriculum is planned, taught and assessed in a consistent, cohesive and sequential way. </li></ul><ul><li>Embed assessment of, for and as learning throughout the school. </li></ul>

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