1. Green Hills Instructional Rounds
Stanton Schools
Dec. 5, 2014
8:00-8:15 Opening Block

2. Welcome and Introductions

3. Agenda/schedule and vital knowledge
9:00 – Morning Refreshments
9:20 – Overview
Chris Herrick, Superintendent
Kevin Blunt, K-12 Principal
9:45 – Classroom visits begin
11:30 – Lunch
12:00 – Debrief begins
1:30 – Dismiss

4. School and Building Demographics
Enrollment Served on Site – 228 (including 62 students open- enrolled ‘in’)
Sharing several positions (teachers, administrators and management positions) with other districts
Free/reduced 18%
Special Education 10%
Proficiency Rates K-12 in Reading, Math and Science 85-90% all students
Clarity Survey was conducted for the first time October, Some of the data will be shared during Rounds.
One-to-one laptops for Grades 9-12 began last year ( ) with Grades 6-8 being added second semester (January, 2015).

5. Theory of Action:
IF technology is in the hands of our students at Stanton Schools, and students are engaged in their learning by experiencing and being provided opportunities to use technology to expand communications at all levels, to collaborate with multiple audiences, and to demonstrate their learning through creative and novel channels that promotes high levels of critical thinking;
THEN students of Stanton Schools will be prepared to be successful to meet the challenges in their careers and post-high school learning opportunities.
8:00-8:15 Opening Block

6. Problem of Practice:
Traditionally, students from Stanton Schools have done well in past assessments using standardized measures so there is a culture of being reluctant to change. Despite the focus on providing teachers and students with the tools of technology through laptops, Smart Boards and other innovations, teachers struggle on how to use and apply the technology to support the demands of the 21st Century employee. How is technology being used to engage and challenge the student? Or is it?
8:00-8:15 Opening Block

7. Clarity Data
Stanton Schools
4 C’s – Fall, 2014

8. Guiding Questions
How are the teachers using technology to promote and enhance student learning through communication, collaboration, creativity and critical thinking (the 4 Cs)?
How are the students using technology to demonstrate their learning through opportunities to communicate, collaboration, creativity and critical thinking (the 4 Cs)?
What is the evidence that the targets for learning (tasks) are being communicated and understandable to the students?  
8:00-8:15 Opening Block

9. THE INSTRUCTIONAL CORE
CONTENT
Points of entry for improvement of instruction
The culture is present in the academic tasks that students are asked to do
If you can’t see it in the core, it’s not there
Academic tasks define the real accountability system in your school
8:00-8:15 Opening Block
STUDENT
TEACHER

10. Review of Language
Remember to use descriptive, non- judgmental language and small grain size observations using the visual organizer. (It’s learning to observe, where we focus on the 3 elements of the instructional core in a descriptive, non-evaluative manner).
8:00-8:15 Opening Block

11. Review of Norms Thank the teacher when you leave (if appropriate).
Stay on schedule.
Refrain from debriefing in the halls.
Keep from interrupting instruction.
Avoid side-bar conversations in the classroom.
Interact with students if possible.
OK to walk around and observe the work if it’s not disruptive.
8:00-8:15 Opening Block

12. Logistics Review of Rounds schedule/times Map of school
8:00-8:15 Opening Block

13. Part I of Debrief Process: Describe
Individually (10 minutes)
Read through your notes
Star observations that are relevant to POP
Select 5-10 pieces of data and record on individual sticky-notes
Group by Focus Questions
12:00-12:10

14. Part I: Small Group Focus Q 1 Focus Q 2 Focus Q 3 Categories
Set up three charts, one for each Focus Question
Share observations of each classroom
Post evidence for each of the 3 questions
Organize sticky notes into categories of similar characteristics and label each category
Develop summary statements based upon patterns you see in the data
Focus Q 1
Focus Q 2
Focus Q 3
Categories
Summary Statements
Summary
Statements
12:10-12:45

15. Part II of Debrief Process: Analyze All Groups
Share summary statements from last activity (one group at a time reports)
Do you see similar patterns? (whole group)
How are summary statements alike/different? (whole group)
Examine the patterns and summary across the whole group. What themes do you notice? What trends are emerging? (whole group)
Whole group reaches consensus on patterns.
12:45-1:30

16. Part III of Debrief Process: NLOW/ Creating Tighter Connections between Patterns and Recommendations:
Which of these observed patterns have particular high leverage for the host school?
In other words, if we could shift this pattern of practice, we believe it would be consequential for student learning.

17. Consider Organizational Structures/Capacity to Support Instructional Improvement:
What systems and structures are in place (current reality)?
Instructional Leadership
Teaming
Use of Data
Professional Learning
Think Individually-Talk Whole Group: How are these used?

18. Brainstorm Ideas for NLOW in Whole Group:
Suggestions are made as a whole group
Participants select a topic group based on their experience and expertise
Move into Topic Groups of 4-5

19. Root Cause Analysis (5 Whys is one root cause analysis protocol)
Try to identify the root explanations for a problem or symptom
Identify various perspectives on a problem/symptom
Determine how various causes relate to each other
Determine which causes are within our locus of control for improvement

20. 5 Why’s Protocol
Pattern
Why?
Why

21. All students doing same activity
Easier way to handle a big group
Teachers have more control over student learning
Teachers want to make sure they accomplish certain learning goals
Teachers believe this is the expectation in school
Parents reinforce this belief
Not enough time to plan lessons- easier to plan for one group activity
There are a lot of other responsibilities- documentation
Not sharing the work, every teacher do everything, not work in teams
Not used to working in teams
Don’t know how to share work across teams -
Teachers worry that they might not be able to answer if go too wide
Might lack confidence in selves as teachers
To stay true to the teams plan
Have good results so why change
5 Whys Protocol
Example from a school visit at school with a problem of practice related to the challenges of differentiating learning for students.

22. In Topic Groups:
Make a Learning Plan with the goal of shifting this pattern of practice
Begin with what is your Hypothesis of why this pattern exists (Five Whys)
Therefore, what ADULT learning should you focus on at the school level? System level?

23. Ask:
What do we (teachers) need to know and be able to do for this NLOW?
What do we (administrators) need to know and be able to do for this NLOW?
How will we support this learning…next week, next month, next year?
How will we follow up with this work?

24. Instructional practices Organizational practices
Consider:
Leadership
Instructional practices
Organizational practices
2:30-3:00

25. To what degree will our NLOW suggestions be helpful to the host school/system and to the network?
Focuses on shifting or building on a pattern of practice
Responds to the problem of practice
Identifies who the learners are
Identifies specifically what learning needs to happen
Names an explicit ways to support that learning
Builds from the structures and resources that exist

26. Process - In topic groups, in reviewing the identified patterns and root causes, what would be the NLOW (LEARNING PLAN) for the host school?
Action
Next Week
Next Month
Next Year

27. Presentation of NLOW Plans to Host Team:
Topic Teams present Learning Plans
Q/A Session to clarify understanding
Reflections of Host Team

28. Reflective Response: Host School Leadership Team:
What additional questions did this work generate for you?
Others:
What did you learn today that you can take back to your district?
2:30-3:00 Block

29. Thank you Stanton School District!
Green Hills Superintendent Network Members