School-Based Teacher-Led Instructional Rounds FEBRUARY 25, 2016 ARTS AT THE CAPITOL THEATER (ACT) MAGNET HIGH SCHOOL WILLIMANTIC, CONNECTICUT

Who We Are Arts Magnet High School 140 students; 26 staff members including 16 certified, 3 arts staff member Operated by EASTCONN Partner with other EASTCONN divisions

Why We Are Here To discuss our approach to instructional rounds:  School-based  Teacher-led

Agree - Disagree Four Corners  For this activity, you will go to different corners of the room that are labeled:  Strongly Agree  Agree  Disagree  Strongly Disagree  I will read five statements and I want you to stand by the opinion that you agree with the most and discuss with other people in your group.

Instructional Rounds What it is notWhat it is A program or a walkthrough A systemic process that enhances professional learning A system for teacher evaluation A community of practice of shared learning and mutual accountability A tool for monitoring curriculum implementation An opportunity to collaboratively identify effective instruction Training in supervision Collaboration to create coherence

Why Rounds?  Collaborative approach to teaching and learning  Model of professional learning  Provides a dedicated learning environment for teachers (Elmore, Foreword - pages xiv-xv, The Power of Teacher Rounds)

Why Rounds? (con’t)  A tool to build a professional culture  “De-personalizes” problems/practices through the use of descriptive evidence → “re-personalizes” problems by committing to learn new ways of practice  It allows learning to be both an individual and social activity (Elmore, Foreword - pages xiv-xv, The Power of Teacher Rounds)

Connecting to Rounds Instructional rounds sit at the intersection of three popular approaches to the improvement of learning and teaching:  Walkthroughs  Networks  District/school improvement plans

9 The Instructional Core Teacher Content Student Task

The Final Word Purpose To expand the interpretation of one or more texts by encouraging the emergence of a variety of interests, viewpoints, and voices. Steps 1. Introduction and selection. Facilitator explains all steps briefly. Text is read in advance if possible—time for review given in any case. Participants (as individuals) identify passages that have meaning for them. 2. Arrangement. Circles of 3 to 5 members are formed. The order of presentation for participants is established and a timekeeper is identified. 3. Presentation. First participant shares the selected passage and explains why it is meaningful. (2–3 minutes) 4. Reflecting back. Each listener in turn has 1 minute to reflect back on what they understand the presenter to have said about the passage and its personal significance. 5. Final word. First round ends with 1 minute for presenter to reflect on what has been said by others. 6. Round repeats. Each participant has a turn to start a new round as described in previous steps. 7. Whole group reflection. Following the completion of all rounds, each group will share out the main ideas discussed during the rounds to the whole group.

Seven Principles of the Instructional Core 1.Increases in student learning occur only as a consequence of improvements in the level of content, teacher’s knowledge and skill and student engagement. 2.If you change one element of the instructional core, you have to change the other two. 3.If you cannot see it in the core, it is not there. 4.Task predicts performance. 5.The real accountability system is in the tasks that students are asked to do. 6.We learn to do the work by doing the work. 7.Description before analysis, analysis before prediction, prediction before evaluation. (Instructional Rounds, Elmore, Chapter 1)

Turn and Talk

Questions to Consider 1. When you have experienced the Instructional Core out of balance in a class or school, what do you see happening? 2. What do you think Elmore means when he poses the idea of “high-level of content, low-level of teaching”? OR 3. What do you think he means when he poses the idea of “low-level of content, high-level of teaching”?

Problem of Practice  Focuses on the instructional core  What is teacher doing and saying?  What are students doing and saying?  What is the task?  Observable  Grounded in evidence – not judgement  Achievable – can be improved in real time  High-leverage - if acted on it would make a significant difference for student learning  Connects to a systemic issue – district and school SIPs/goals

DYNAMIC INTERACTIONS - COHERENCE STUDENT GOALS/ OUTCOMES SCHOOL GOALS DISTRICT GOALS PROFESSIONAL LEARNING GOALS

Choosing a Compelling Problem of Practice (PoP)

Problem of Practice  Focuses on the instructional core  What is teacher doing and saying?  What are students doing and saying?  What is the task?  Observable  Grounded in evidence – not judgement  Achievable – can be improved in real time  High-leverage - if acted on it would make a significant difference for student learning  Connects to a systemic issue – district and school SIPs/goals

Ladder of Inference – Classroom Scenario Anna will never function as a capable adult. Anna is so disorganized. Anna can never find anything Anna has lost her homework. Anna says she cannot find her homework.

SBIR Process 1. Collect data related to the PoP during instructional rounds. 2. Use data to complete the “Four-Quadrant Grid” during the debriefing protocol. 3. Identify the next level of work based on the evidence, patterns, wonderings and predictions. Our goal here is to:  Respond to the problem of practice.  Bring “fresh eyes” to the school’s practice.  Move instructional practice across classrooms in ways that align with the school’s improvement strategy.  Provide suggestions consistent with the our school’s context.

Pulling it All Together: Next Level of Work Suggestions Make a learning plan to shift this pattern of practice. ◦WHY do you believe this pattern exists? ◦WHAT adult learning would you focus on next at the school level? ◦HOW would you support that learning? (next week, next month, next year)

Q & A Session

Thank You! Sarah Mallory Principal, ACT Performing Arts Magnet High School – Toni Ryan, Ed.D. Director of Curriculum, Instruction, and Accreditation, EASTCONN – Bethany Gallant Social Studies Teacher, ACT Performing Arts Magnet High School – Alicia Willett Education Specialist, EASTCONN –