mssaa 2017 learning walks copy 3 - home - msaa home …€¦ ·  · 2017-08-21why do learning...

lea r n i n g wa lks a professional development tool

About Us

Dr. Linda HirschAssistant Superintendent

hirschl@chelmsford.k12.ma.us

@dr_hirsch

About Us

Dr. MatThew Beyranevand

K-12 Department Coordinator for Mathematics

beyranevandm@chelmsford.k12.ma.us

@dr_beyranevand@mathwithmatthew

AGENDAWhat is a Learning Walk?

Why Do Learning Walks?

The Process of Learning Walks

Group Work - Learning Walks in Practice

WHO iS IN THE ROOM?

Principals Teachers curriculum other

Names

Learning Walks

walk throughs

Any Others?

Instructional rounds

What is a learning walk

Engine of Improvement

renewal in a pLC

Growth

collective inquiry

Why Do Learning Walks?Enhanced professional dialogue about teaching and learning among district leaders, school administrators, instructional coaches, and teachers

Development of a common language about teaching and learning

Identification of opportunities for additional coaching and professional development

Creation of more consistent and higher quality teaching and learning experiences throughout the school and district

Gathering of data to inform a Conditions for School Effectiveness (CSE) self assessment

Observation of classroom practices that inform conversations of PLCs.

What Makes a Learning Walk Different?

Focus of Inquiry frames the classroom visits

Types of evidence that will and will not be capture

Objective and specific evidence of classroom interactions is scripted

Members discuss the trends

Evidence from multiple classrooms over a brief period of time

Provides a snapshot of instructional practices

Evidence is used to identify school-wide challenges and accomplishments

Information then informs both short- and long-term actions

Steps of Learning Walks

Learning walks

What it isn’t what it is

A Process

Learning to describe and identify effective learning and teaching

An opportunity to dive into

problems of practice and learn

Collaboration to create common understanding

A community of learners

A Program

Evaluating Teachers

An implementation check/monitoring tool

Training in supervision

Passive

Let’s walk through the steps…

what

to do…

step one

DECIDE ON THE TEAM

CREATE A SCHEDULE

COMMUNICATE THE PROCESS

DECIDE THE FOCUS - WHAT DO WE WANT TO SEE?

Step 2- Conduct Learning Walk

DISCUSS PATTERNS FOR NEXT STEPS FOR SUPPORTS

DETERMINE WHAT THAT EVIDENCE SAYS ABOUT TEACHING AND LEARNING

SHARE WHAT WAS OBSERVED DETERMINE PATTERNS OBSERVED

VIEW CLASSROOM WITH ESTABLISHED FOCUS LENS

Step 3 - follow up

Determine next steps and implement

Monitor implementation of action steps and gauge impact on student learning

Deeper evidence analysis

Connect evidence with other school data

THE TEAM Who’s on the team?

topic

expertise in

THE TOPIC HIGHLIGHTED

FACILITATING THE WALKTHROUGH PROCESS

CREDIBILITY WITH STAKEHOLDERS

facilitation credibility

Team

BUILDING PRINCIPAL

1. THE BUILDING PRINCIPAL MUST BE ON THE LEARNING WALK 2. DISTRICT CURRICULUM DIRECTORS 3. CONTENT SPECIALISTS 4. ELL DIRECTORS AND/OR SPECIALISTS 5. SPECIAL EDUCATION DIRECTORS AND/OR SPECIALISTS 6. CLASSROOM TEACHERS 7. PRINCIPALS OR ADMINISTRATORS FROM OTHER SCHOOLS 8. CENTRAL OFFICE STAFF, INCLUDING THOSE IN AREAS SUCH AS FINANCE,

OPERATIONS, TECHNOLOGY, OR HUMAN RESOURCES 9. CONSULTANTS TIED TO THE FOCUS OF INQUIRY 10. UNION REPRESENTATIVES 11.SCHOOL COMMITTEE MEMBERS

Learning WalkProcessing

2 approaches

INDIVIDUAL REFLECTION

AND PROCESSING

BETWEEN CLASSES

TEAM DISCUSSION AND REVIEW

BETWEEN CLASSES

learning walk processing

Individual Reflection and Processing Between Classes Advantages

There is time to process information individually before engaging in a group discussion individuals

New Team members may feel more comfortable observing the process first

Less time is required between classroom observations than other options

learning walk processing

Individual Reflection and Processing Between Classes

Disadvantages

Does not allow for discussion on what team members are identifying as evidence for the focus and look fors

Debrief may require more time

Learning walk processing

Team Discussion and Review Between Classes

Advantages

• There is an opportunity to reinforce the focus objective for the learning walk

• Team members can converse about evidence and make adjustments before next class

• Final debrief will have more clarity and inter-rater reliability

Learning walk processingTeam Discussion and Review Between Classes

Disadvantages

• Transitions between classrooms are likely to require more time

• Open discussion of evidence may be misinterpreted and taken out of context if non tteam staff members pass by and hear only portions of evidence out of context;

• Hallway talk may be disruptive to adjacent classrooms; and

• Off topic discussion may occur

DEBRIEFIng

DISCUSSION AND ANALYSIS OF FOCUS OBJECTIVE EVIDENCE IDENTIFICATION OF SCHOOL-WIDE PATTERNS RELATED TO THE FOCUS OBJECTIVE IDENTIFICATION OF IMMEDIATE CHANGES OR SUPPORTS TO ADDRESS IDENTIFIED PATTERNS DEVELOPMENT OF AND AGREEMENT ON THE MESSAGING AND ROLE OUT OF CHANGES/SUPPORTS ARTICULATION OF NEXT STEPS AND SUBSEQUENT WORK REFLECTION ON THE DAY’S PROCESS AND ADJUSTMENTS FOR FUTURE WALKS

debriefing

let’s takea walk…

group work Talk with someone seated near you about a focus for a learning walk.

We will all “agree” to use the group learning walk process of discussions between classes your chosen focus.

Learningwalks…

1st Classroom Learning Walk - 5th Grade Writing

Hall talkTURN AND TALK TO YOUR GROUP ABOUT WHAT EVIDENCE YOU HAVE

OBSERVED FOR YOUR FOCUS OBJECTIVE OF THE WALK

2nd Classroom Learning Walk - 6th Grade Math

Hall talkTURN AND TALK TO YOUR GROUP ABOUT WHAT EVIDENCE YOU HAVE

OBSERVED FOR YOUR FOCUS OBJECTIVE OF THE WALK

3rd Classroom Learning Walk - 7th Grade ELA

Hall talkTURN AND TALK TO YOUR GROUP ABOUT WHAT EVIDENCE YOU HAVE

OBSERVED FOR YOUR FOCUS OBJECTIVE OF THE WALK

4th classroom Learning Walk - 8th Grade Math

Hall talkTURN AND TALK TO YOUR GROUP ABOUT WHAT EVIDENCE YOU HAVE

OBSERVED FOR YOUR FOCUS OBJECTIVE OF THE WALK

WHAT WAS YOUR FOCUS OF INQUIRY? WHAT WAS THE INSTRUCTIONAL PRACTICE? WHAT EVIDENCE DO YOU HAVE TO SUPPORT WHAT YOU OBSERVED? WHAT ARE SOME SHORT-TERM CHANGES YOU COULD IMPLEMENT? WHAT ARE SOME LONG-TERM CHANGES YOU COULD BEGIN TO EXPLORE TO IMPLEMENT?

debriefing

fi n a l d i s c u ss i o n questions

contact

DR. LINDA J. HIRSCH ASSISTANT SUPERINTENDENT

hirschl@chelmsford.k12.ma.us @dr_hirsch

DR. MATTHEW BEYRANEVAND K-12 DEPARTMENT COORDINATOR MATHEMATICS

beyranevandm@chelmsford.k12.ma.us

@dr_beyranevand @mathwithmatthew

references

Massachusetts Department of Elementary and Secondary Education. http://www.mass.gov/edu/docs/ese/accountability/dart/walkthrough/implementation-guide.pdf Malden, MA

City, Elizabeth A., Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Harvard Education Press: Cambridge, MA.

Poston, William K., Downey, Carolyn J., Steffy, Betty E., English, Fenwick W., Frase, Larry E. (2004) The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time 1st Edition. Corwin Press: Thousand Oaks, California