1. 1 Sample Introductory Rounds Session, Day 2

2. Learning Goals By the end of Day 2, we will:  Understand the elements of the instructional core  Be familiar with the practice of network rounds and its connection to instructional improvement  Develop skills in observing teaching and learning— describing what we see  Build relationships within the group  Be excited to go observe real classrooms together! 2

3. 3 Agenda  Welcome Back  Rounds Visit Simulation  Debrief Observations  Identify the Next Level of Work  Reflection Lunch (1:00-1:45)

4. Who’s in the Room?  Principals  Teachers  Facilitators  School Coaches 4

5. Revisit Norms Created Yesterday 1.

6. Classroom Observation  Reminders: Describe what you see Be specific (fine-grained) Pay attention to the instructional core (teacher, student, content)  Observation etiquette Fine to ask students questions when it seems appropriate. Refrain from talking to each other in classrooms.

7. Video 1.

8. Debriefing Classroom Observations  On your own:  Read through your notes.  Star data that seem relevant to the problem of practice (higher order thinking) and/or data that seem important.  Select 5-10 pieces of data and write each on an individual sticky note.

9. Debriefing Classroom Observations  Share observations of each classroom you visited. Help each other stay in the descriptive (not evaluative) voice. “What did you see/hear that makes you think that?”  As you discuss each classroom, use Bloom’s taxonomy to sort your stickies. Include a place for “other.”  Look for patterns.

10. Debriefing Classroom Observations With your partner group:  Look at the two charts together, and share what patterns you see.  Ask each other: after observing several of the same classrooms, did we come up with a similar range of thinking skills? Similar patterns? Disagreement is an opportunity for learning!

11. Describe Optimal Teaching & Learning With your group, describe optimal teaching and learning in relation to the problem of practice for this visit (higher order thinking skills). What would teachers be saying/doing? What would students be saying/doing?  Get as fine-grained as you can...

12. Preparing for Brainstorming the Next Level of Work Journal:  What do teachers need to know to be able to support optimal learning?  What does the school/district need to know to support optimal learning? Share your ideas with a partner.

13. Identify the Next Level of Work With your group: 1.What support can the school and the district provide to help teachers strengthen these skills? Brainstorm suggestions for the next level of work: Next week Next month By the end of the year.  Be sure that your suggestions are related to the p.o.p. 2.What additional data might we need to address the p.o.p.?

14. Learning Goals By the end of the day Friday, we will:  Understand the elements of the instructional core  Be familiar with the practice of network rounds and its connection to instructional improvement  Develop skills in observing teaching and learning— describing what we see  Build relationships within the group  Be excited to go observe real classrooms together in May 14

15. 3-Track Processing  What was your experience like as a learner today? Content: Insights into teaching and learning? Questions? Process: When were you most alert? What kind of learning worked best for you? Challenges?  What did the group do that contributed to that experience? What could colleagues do to help your learning in the future?  What are the implications for your own work? What is one protocol, question, idea, or practice you might bring to your own work? 15

16. Homework before next session  Visit at least 3 classrooms with at least one other person, taking notes on your observations  Debrief your observations with that person  Other homework TBD (we’ll send via e-mail) 16

17. 17 8. Reflection + ?? Д ??