1. ASCD March 26, 2012 Dr. Joan Daly-Lewis Ms. Gina Faust Dr. Phyllis Harrington Dr. Laura Seinfeld Instructional Rounds and Walkthroughs: Informing Collective Action

2. Session Objectives Distinguish features of Instructional Rounds and Classroom Walkthroughs Describe how these protocols influence collective action around improving student learning Reflect upon approaches that best match district and/or building goals

3. Why a sense of urgency? It is clear that closed classroom doors will not help us educate all students to high levels. Our goal is to support a system of instructional improvement at scale, not just isolated pockets of good teaching in the midst of mediocrity. City, et. Al

4. It is essential that all educators recognize that the work of professional learning never ends, it is a career-long endeavor. Danielson

5. Equity and opportunity matter. Spreading the best of what we know and are able to do across an entire institution, not just a few teams, schools, departments, or single practitioners matters. Every child deserves an expert teacher. Platt, et. al

6. The power of rounds will only be realized when and if they become embedded in the actual work of the district. Rounds must develop a collaborative, inquiry-based culture that shatters the norms of isolation and autonomy. Marzano

7. Essentials & Structural Variables

8. Short, focused classroom visits Paint a picture of reality, to inform individual or collective improvement efforts… May offer “feedback” Essentials on Rounds & Walkthroughs…

9. CIA Diagnostics An aware learning community Everyone focused on student learning Students see multiple adults caring about their learning~ Some benefits of systematic walkthroughs

10. MUCH variation among models Focus – Duration - Complexity Historically, not primarily evaluative All intended to enhance teaching and learning Most valuable when fostering collective analysis of practice Essentials…

11. TWO ESSENTIAL DESIGN QUESTIONS What do you want? What will you put into it?

12. CWTs: Two critical drivers (and opportunities) Increased data for summative and formative feedback and A structured resource to support professional & student learning

13. For your consideration: Four models Two “types”

14. Two “Types”: DOWNEY- 3 Min. Classroom Walkthroughs MARSHALL – Mini observations UCLA – Team walkthroughs INSTRUCTIONAL ROUNDS SOLO TEAM

15. ESSENCE – Solo Models: DOWNEY Frequent Short visits (3-6 min.) Administrator 5 steps To identify curriculum & instruction patterns Invites change via reflective questions MARSHALL Monthly “Mini observations” (5-10 min.) Principal 6 domains/ 60 elements Feedback on rubric Linked to curriculum, and to student progress indicators (4-part model)

16. ESSENCE– TEAM Models: UCLA (Breaking Through…)  Occasional, half-day teacher-driven walkthrough cycles  5- 7 min.  Visits explore focus questions  Leads to action planning for observers and the team INSTRUCTIONAL ROUNDS  Monthly* full-day administrator walks  15-20 min.  Explores “problems of practice” in light of “theories of action”  Observe, debrief, & plan focusing on the instructional core & systemic growth

17. “Look fors”- Solo Models: DOWNEY-5 STEPS 1. Student orientation 2. Curricular Decisions - 3 C’s 3. Instructional Decisions 4. Safety 5. Artifacts MARSHALL – SOTEL & rubric Safety Objectives Teaching Engagement Learning

18. “Look fors”- Team Models: UCLA  Teacher generated focus question re student learning or teaching  Often linked to a current initiative  Focus on evidence-based description ROUNDS  Evidence of effective instruction vis a vis the “problem of practice,” and the “theory of action”  Focused examination of the instructional core

19. Data Recording – Solo Models: DOWNEY Personal notes Seeking patterns Identify possible growth areas MARSHALL Simple notes on roster Identify 1-3 areas for feedback

20. DOWNEY SAMPLE WALKTHROUGH RECORD CARD

21. Excel CWT Recording Form (Roman Numerals = Danielson Domains) IV. Domain 4 Noticings

22. 22

23. Data Recording-Team Models: UCLA  Hall sharing & debriefing sessions  T-chart evidence with “noticings” and “wonderings”  ID trends w/ action implications ROUNDS  T-chart evidence with “noticings” and “wonderings”  ID patterns; make predictions  Short, mid-range, and long term suggestions for host school”s “next work”

25. FOLLOW UP-Solo Models: DOWNEY Reflective questions OR direct feedback 1-to-1 or group - not after each visit TEACHER leads re: next steps MARSHALL Quick 1-to-1 direct feedback within 24 hours Opportunity for clarification

26. FOLLOW UP – Team Models: UCLA  TIGHT PROTOCOL & norms to review data  ID trends & discuss action implications for self; possibly for team  School-wide sharing & action research ROUNDS  TIGHT PROTOCOLS to review data  ID trends w/ action implications for school and network  Action research / pd

27. SUGGESTIONS re: STRUCTURES: Consider your goals and system resources, then design backward Solo? Group? Both? Systemic support? PLC status? Study, observe and discuss the models Recognize the complexity that each model demands Developing readiness for all Prerequisite skills Facilitator availability Time and organizational demands

28. Designing Instructional Rounds Prior to the Rounds Select a problem of practice Develop a theory of action Create a list of indicators and “look fors” Prepare a schedule of visits and walking teams

29. 2 Sample Problems of Practice Our students are not getting enough opportunities to practice thinking or engage in problem solving tasks through a balanced and strategic system of higher level questioning or through well planned learning objectives. Our students are relying heavily on teacher evaluation of performance rather than demonstrating independence in applying prior and current learning to master learning objectives.

30. Our Most Recent Theory of Action If students: understand the shared learning target are provided with criteria for success receive effective feedback we can expect them to demonstrate an increase in applying prior and current learning independently to master learning objectives.

31. Indicators and Look Fors Sample Student Interview Questions “What are you learning?” “Why are you working on this?” “How does this connect to what you’ve been working on?” “Is what you are working on interesting to you?” “What do you do in this class if you need extra help?” “How do you know if this is correct?” “What does your teacher want you to be able to do at the end of this lesson?” Instructional Rounds at Theodore Roosevelt School January 13, 2012 Learning Objectives Look For IndicatorsData Collected 1Charts and posters reflect the lesson objective(s). 2The lesson objective is communicated. It is revisited clearly and consistently at different times of the lesson. At the start During transitions When releasing responsibility During closure 3Children are able to verbalize the objective. 1. What are you learning today? 2. What’s the most important thing your teacher wants you to learn today? 3. What does your teacher want you to be able to do by the end of this lesson? (Learning Target)

32. Sample Rounds Day Itinerary 8:30-9:20 amOrientation 9:20-11:00 amVisits and Data Collection 11:00-12:00 pmIndividual Analysis 12:00-12:45 pmLunch 12:45-1:30pmPooling Data 1:30-2:30 pmFull Group Analysis 2:30-3:00 pmRecommendations and Reflections Sample itinerary and guidance document is posted

33. Orientation "Rounds puts everybody in the learning mode and says we all need to figure this out together." Elizabeth City, Director of Instructional Strategy for HGSE's Executive Leadership Program for Educators

34. Collecting Data

35. Individual Analysis

36. Group Analysis

37. Recommendations (sample) Increase our understanding of Shared Learning Targets and their relationship to Learning Objectives Peer coaching to increase our strategies for communicating Criteria for Success to students Studying the Common Core Learning Standards to help formulate a lesson’s purpose and design ways to communicate that purpose to students Collaborate to design methods for teaching students strategies for self assessment and self evaluation and/or student to student feedback

38. FEEDBACK FACULTY MEETING

39. Presenting Feedback to Faculty: Framing Questions What is happening across our school to support and enhance student learning and achievement? What gaps between instruction and student learning were noted – what were the missed opportunities for teaching and learning?

40. Presenting Feedback to Faculty Instructional Rounds at Theodore Roosevelt School January 13, 2012 Students’ Independent Practice Look For IndicatorsFeedback on Data Collected 2/07/2012 6 Students are resourceful and independent when they get stuck. They use: Charts/Posters on walls Strategy rings/Cards/Personal charts in folders Books Number lines/Manipulative materials Turn and talk/Question with partner About 75% of the students used charts, personal charts, strategy cards, etc. independently. However, with prompts and with coaching, most students were able to use charts, personal charts, strategy cards, etc. with success. 7 Students are clear about expectations and the criteria for success. Charts/Posters/Models/Mentors 1. How do you know if you have done a good job? 2. How do you know if this is correct? Most students were clear about expectations and the criteria for success. Teachers consistently used charts, posters, mentors and models. 8 Teachers provide students with effective feedback. The feedback is: Timely and frequent Specific Nonjudgmental Not in the form of advice Most teachers used effective feedback successfully. In most cases, feedback was specific in nature. In many cases, corrective feedback was used successfully. 9 Other feedback is offered that is: Corrective in nature Cues and coaching Prompts to promote student thinking Teacher facilitates peer or small group accountable conversations About 50% of the teachers offered other feedback in the form of cues, coaching, general praise, and thinking prompts.

41. What action steps could we take as a school in the short term and the long term to address the gaps? This year (short term) Next year and beyond (long term)

42. Action Steps (sample)

43. Implementing Action Steps Professional development Goal setting and accountability Meeting agenda topics Focused walks Learning Teams

44. Partner Walks Goal for administrative team: increase classroom visits Each administrator doing walk-throughs alone Work with consultant: assigned “buddy” walks Realization that partner walks help make it happen! Accountability to the work and to each other

45. Tools for Partner Walks Partner Schedule See grid Collecting and recording data Sharing findings The “wall”

48. Feedback issues: teacher “demand” “judging” after single short visits time issues adult to adult discourse vs. “telling”

49. Transition to a new setting Experiences in collaborative walk-throughs & instructional rounds Transitioning causes a renewed focus on a district’s mission Know the context Mission and Vision – 21 st Century skills (See Policy) History: District Inter-visitation Group (DIG) Program evaluation/Tri-State Consortium

50. Establishing instructional leadership in new setting Introduction of Instructional Rounds Problem” of Practice related to mission and vision Focus on students’ critical and creative thinking What instructional moves foster this thinking? Theory of Action Partner walks Means to establish relationships Focus on instructional leadership Appropriate feedback to teachers?

51. Purpose & focus? Frequency? Recording method? Type of feedback? How will you build readiness? Who should walk? Who else??? DISTRICT MISSION AND VISION CWT Design and Considerations

52. Reflections and Planning Turn and talk What is your context? Current state and desired state? Best protocols to meeting district and/or building goals? Next steps?

53. Instructional Rounds and Walkthroughs: Informing Collective Action Dr. Joan Daly-Lewis: Educational Consultant (jdalylew@optonline.net) Ms. Gina Faust: Elementary Principal (gfaust@obenschools.org) Dr. Phyllis Harrington: Superintendent (pharrington@obenschools.org) Dr. Laura Seinfeld: Assistant Superintendent (lseinfeld@hewlett-woodmere.net)