CREATING COHERENCE THROUGH THE PRACTICE OF INSTRUCTIONAL ROUNDS - - PowerPoint PPT Presentation

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CREATING COHERENCE THROUGH THE PRACTICE OF INSTRUCTIONAL ROUNDS - - PowerPoint PPT Presentation

Oct 27, 2022 7 likes •218 views

CREATING COHERENCE THROUGH THE PRACTICE OF INSTRUCTIONAL ROUNDS AdvanceED Fall Conference September 21, 2017 Presented by: Dr. David Moyer, Dr. Mary Henderson, Jacquie Discipio LEARNING OBJECTIVES As a result of todays session:

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CREATING COHERENCE THROUGH THE PRACTICE OF INSTRUCTIONAL ROUNDS

AdvanceED Fall Conference September 21, 2017 Presented by: Dr. David Moyer, Dr. Mary Henderson, Jacquie Discipio

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LEARNING OBJECTIVES

As a result of today’s session:

  • Participants will be able to implement instructional rounds
  • r refine their district’s practice related to instructional

rounds.

  • Participants will be able to adapt practices related to

building leadership capacity in their district

  • Participants will be able to utilize instructional rounds to

create coherence throughout their system.

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THE “WHY”

  • Culture trumps strategy
  • Improvement of instruction
  • Focus on critical leverage points
  • Fidelity to Student Achievement Objectives
  • Collaboration and leadership development
  • Process data
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BELIEF STATEMENTS

  • ALL students must learn and grow
  • We accept shared responsibility for student growth
  • We make decisions based on what is best for students
  • We are a future-focused community of learners
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CREATING COHERENCE

  • Operational Plan
  • Belief Statements
  • Student Achievement Objectives
  • School Improvement Plans
  • Team Learning Opportunities
  • Leadership Development
  • Administrator Retreat
  • Principal Meetings
  • In-House Administrator Academies
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INSTRUCTIONAL ROUNDS

Rounds in the literature:

  • “Problem of Practice”
  • Focused walk through observations with data collection
  • Share and discussion of data
  • Leader plans for improvement
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THE D205 PROCESS

Our structure for rounds:

  • Focus on Student Achievement Objectives
  • Balanced Assessment
  • Student Engagement
  • Data collection without teacher names or other identifiers
  • Analysis of data
  • Current State
  • Collaborative planning for next steps
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COLLECTING THE DATA

  • Observational Teams
  • Procedures
  • All enter the room
  • Speak with students (when appropriate)
  • 1 person carried the IPAD
  • All members debriefed in hallway and entered data
  • Google form-consistent feedback tool
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What Rounds Look Like in D205

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USING THE DATA WITH STAFF

  • Reviewed with District 205 administrative team
  • Reviewed with instructional coaches
  • Shared with school leadership team SLT Presentation
  • Shared with full staff
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WHAT THE DATA TELL US

  • Shared conversations among leadership team were crucial
  • Targets were easy to identify in classroom
  • Blending targets into instruction were next steps
  • Bringing targets to life for students
  • BMS Data
  • Focused professional development-building capacity
  • Learning strand
  • Teachers teaching teachers
  • Workshop model in faculty meetings
  • Learning Target PD
  • Flex PD
  • Sharing resources!
  • Constant reminders in meetings; weekly updates...
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LEADERSHIP DEVELOPMENT

  • Collaboration deepened understanding
  • Conversations regarding learning progression among colleagues
  • MS to HS partnership
  • Working together to improve instruction
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Fall to Spring Data

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Fall to Spring Data

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HAWTHORNE ELEMENTARY SCHOOL

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WHAT THE PRINCIPALS SAY

  • “For me as an administrator, this experience was the first time that we have

been in other buildings for the sole purpose of seeing authentic learning in EC-5.”

  • “Our team has been able to collaborate on important goals and practices in

the District.”

  • “Sharing data was difficult the first time around, but it was very exciting to

see and celebrate growth after the second round.”

  • “The teachers appreciated the visibility of administrators in a supportive,

non-evaluative way.”

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SUPPORTING TEACHER GROWTH

  • Instructional coaches in each building working with

teams and individual teachers; personalized professional learning

  • Institute Days: building-level, district-wide workshops
  • Late Arrival days: building-level professional learning
  • Modeling by leadership at faculty meetings, Institute

Days, etc.

  • D205 courses on learning targets
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KEY LEARNINGS

  • Communicate, communicate, communicate-all

stakeholder groups, multiple times

  • Consistency of messaging from school to school
  • Identify one key focus for the year to track growth
  • Potential principal groupings
  • Principals not taking part in rounds in their own building
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FIND US AT @ElmhurstD205 #IgniteD205 WWW.ELMHURST205.ORG

Contact Dave Moyer Mary Henderson Jacquie Discipio Email dmoyer@elmhurst205.org mhenderson@elmhurst205.org jdiscipio@elmhurst205.org Twitter @lifeandlifeonly @learn_lead205 @JacquieDiscipio

http://bit.ly/2vQbDNS