1. Challenger Elementary
Instructional Rounds
WELCOME AND INTRODUCTION TO THE SCHOOL

2. The School’s POP
In what ways and to what extent do Teachers and
Students exchange feedback with each other
about student learning?

3. Revisiting Instructional
Rounds Network Norms
Commit
to the
Instructional
Rounds
process. Discerning and
discrete use
of communication
devices.
Confidentiality,
safety, and trust
will be adhered to by
all stakeholders.
Honor and respect
each other.

4. Teams Develop
Observation
Strategies
Discuss with your team what your strategies
will be when you enter the classroom… be
prepared to share out
Timer

5. Classroom
Observations
PROTOCOLS:
• Four (20 min periods)/enter as a group and leave as a group
• Designate a team time keeper
• The arriving team should not hesitate to enter the room
despite the presence of the other team
• Refrain from discussions in hallways and from mobile phone
usage
• Think about POP while taking notes
• Talk with students if appropriate
• Review Map of school and Visit Schedule
• Meet back in the library at 10:05 for debrief

6. Debrief of Observations
Preparing Evidence for Analysis:
Transferring to Post it Notes
On your own:
1. Read through your notes
2. Select a minimum of 5-10 pieces of evidence that seem
relevant to the POP and/or seem important.
3. Write each on an individual sticky note.
4. Each sticky note contains one piece of evidence from a
single classroom.
Timer

7. Team Screening Protocol
• Group screens sticky notes, reading each aloud
one at a time, to determine that each piece of
evidence meets the test of being both specific and
non-judgmental.
• As each piece of evidence is approved, it is
placed on the chart paper at your table, one by
one in random order.
http://www.online-stopwatch.com/countdown/

8. RED DOT PROTOCOL
• Matched groups exchange chart paper evidences.
• The receiving group checks the evidence delivered to them
and puts a dot on evidence that may not qualify or is
unclear.
• Groups then unite to resolve questions about “dotted”
evidence.
Timer

9. TIME FOR A LUNCH BREAK!
BACK AT 12:30

10. Developing and
Vetting Patterns
1. Team members form patterns by grouping sticky notes in a way that
makes sense to the team.
2. A pattern contains evidence from a majority of classrooms observed or it
is not a pattern.
3. Each pattern is titled with a descriptive phrase or sentence.
4. Include statements about each of the 3 elements: T, S, content
*can duplicate sticky if it fits in more than one pattern

11. Sample of Patterns
• Of 43 students asked “Is this work easy or challenging?”, 33
said easy.
• Students sit in groups, yet work individually
• Students discussed understanding of content with each other
 90% of students asked expressed interest in what they were
learning
• Teachers move to next item upon one correct response
• Of 28 students asked “How will you know if you have done a
good job?”, 24 said they would know when the teacher told
them
• Teachers asked analyzing and evaluating questions
• Students asked 5 questions, and all were of procedural matters
• A select group of students answered teacher questions

12. BREAK
BACK IN 15 MIN

13. Review/Revision of Patterns
A. Display the patterns/Share by reading
through consecutively without stopping before
presenting them one by one for discussion
B. Answer any questions from the group,
support with evidence.
C. Revision of patterns as necessary

14. Making Predictions
• If you were a student in this school, based upon
the patterns, what would you know and be able
to do?
• Each team will use its own patterns and others that are
consistent with its own findings to write predictions on
poster paper
• Teams discuss predictions within their group and decide
their top two predictions
• Each team shares their top two Predictions aloud with
the network; asking succeeding teams to skip
predictions already made

15. Developing the Next Level of Work
Combined groups identify the NLOW in light of the POP &
predictions:
• CONSIDER: What do teachers and the school need to know and
be able to do to support optimal learning?
• CONSIDER: If a school had solved this Problem of Practice, what
would:
• Teachers be doing?
• Students be doing?
Next Week - Next Month - Next Year
What options can you generate so the school can
undertake the next level of work in relation to this problem
of practice? Groups must be specific.
“There should be a causal link between what is suggested to the Principal and
improvement in the Problem of Practice.” This work involves a.) pedagogy and b.) staff,
including the principal.

16. Presentation of the Next Level of
Work
• Each team will display and present their NLOW
recommendations
• Teams will provide justification for their ideas as needed
• Questions from host school
• Next steps: Facilitators will provide Pattern statements,
predictions, and recommendations for NLOW to the host school
principal and network members.
• Principal will set a time to share patterns with faculty

17. Sharing Results With the
Faculty
• What data do you agree with?
• What data do you question?
• What data requires additional explanation?
• What would you like to explore further?

18. Closing
Remarks/Reflections
Before we disassemble we provide:
An opportunity for the host principal to
respond and reflect on the day