august 7, 2014. if we build instructional leadership through the analysis of data, observation of...

Instructional Rounds and the Common Core Learning

StandardsAugust 7, 2014

If we build instructional leadership through the analysis of data, observation of practice, and increased knowledge about both the instructional core and the Common Core Learning Standards, then we will develop an informed and purposeful school improvement process leading to improved outcomes for all students.

Theory of Action

Participants will be able to…◦Understand and discuss the Instructional

Core and its seven principles.◦Examine and analyze student and teacher

actions associated with the CCLS.◦Understand the purpose and elements of

Problem of Practice as it applies to implementation of CCLS.

◦Work with their facilitator to make an initial plan for a Rounds visit to their district.

Today’s Learning Targets

Assume that most educators are working, for better or worse, at, or very near, the limit of their existing knowledge and skill.

Are based on the Instructional Rounds model and begin with a Problem of Practice connected to the implementation of Common Core in our schools.

Are intended as a vehicle for improving our strategies and making us more reflective about our work.

Common Core Coalition Teams…

Instructional Core

TASK

Student

ContentTeacher

City, Elmore, Fiarman, Teitel ; 2009

Instructional Core Reading:The Last Word Protocol

TASK

Student

ContentTeacher

City, Elmore, Fiarman, Teitel; 2009

Text: Instructional Rounds in Education, Ch. 1

Groups of 4 (identify facilitator/timer) Select which of your quotes you would like to

share Read passage to group with no commentary Each group member has 1 minute to comment Reader has the last word - 2 minutes to

respond Repeat for each participant

Save the Last Word

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.

Seven Principles of Instructional Core

TASK

2. If you change any single element of the instructional core, you have to change the other two.


TASK

3. If you can’t see it in the core, it’s not there.


TASK

4. Task predicts performance.


TASK

Student

ContentTeacher

5. The real accountability system is in the tasks that students are asked to do.


TASK

Student

ContentTeacher

6. We learn to do the work by doing the work, not by telling other people to do the work, not by having done the work sometime in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.


TASK

Student

ContentTeacher

7. Description before analysis, analysis before prediction, prediction before evaluation.


TASK

The problem of practice is something that you care about that would make a difference for student learning if you improved it.

The more specific the problem of practice is, the more helpful the recommendations for the next level of work will be.

The Problem of Practice

Set a common frame of reference for site visits

Anchor Rounds in work that advances the school’s and the district’s improvement strategy

Build diagnostic capacity of teachers and administrators

Model continuous improvement

Problem of Practice: Purposes

The Problem of Practice focuses on the instructional core.

The Problem of Practice is directly observable.

The Problem of Practice is actionable. The Problem of Practice connects to a

broader strategy. The Problem of Practice is high leverage.

Problem of Practice Characteristics

Compliance languageGlobal Terms that have not been defined by prior work

Structural, physical things not connected directly to the Instructional Core

Problem of Practice: Non-Examples

Task determines engagement… and engagement determines performance

Problem of Practice

TASK

Welcome to Common Core! Which blob best represents you?

Instructional Core

Shift Task


What will students PRACTICE today?

How can I DESIGN a TASK that supports that practice?

The Shifts as Principles of Task Design

Which ELA/Literacy Shift catches your eye as a possible Problem of Practice for your school?

ELA/Literacy Shifts Reflection

EngageNY

ELA/Literacy Shift 1:Balancing Informational and Literacy Text

What the Student Does…What the Teacher Does…

Build content knowledge

Exposure to the world through reading

Apply strategies

Balance informational & literary text

Scaffold for informational texts

Teach “through” and “with” informational texts

EngageNY

ELA/Literacy Shift 2:6-12 Knowledge in the Disciplines


Build content knowledge through text

Handle primary source documents

Find Evidence

Shift identity: “I teach reading.”

Stop referring and summarizing and start reading

Slow down the history and science classroom

EngageNY

ELA/Literacy Shift 3:Staircase of ComplexityWhat the Student Does…

What the Teacher Does…

Re-read

Read material at own level to enjoy reading

tolerate frustration

more complex texts at every grade level

Give students less to read, let them re-read

More time on more complex texts

Provide scaffolding & strategies

Engage with texts w/ other adults

EngageNY

ELA/Literacy Shift 4: Text Based Answers


find evidence to support their arguments

Form own judgments and become scholars

Conducting reading as a close reading of the text

engage with the author and his/her choices

Facilitate evidence based conversations about text

Plan and conduct rich conversations

Keep students in the text

Identify questions that are text-dependent, worth asking/exploring, deliver richly

Spend much more time preparing for instruction by reading deeply.

EngageNY

ELA/Literacy Shift 5: Writing from Sources


generate informational texts

Make arguments using evidence

Organize for persuasion

Compare multiple sources

Spending much less time on personal narratives

Present opportunities to write from multiple sources

Give opportunities to analyze, synthesize ideas.

Develop students’ voice so that they can argue a point with evidence

Give permission to reach and articulate their own conclusions about what they read

EngageNY

ELA/Literacy Shift 6: Academic Vocabulary

What the Student Does…


Use high octane words across content areas

Build “language of power” database

Develop students’ ability to use and access words

Be strategic about the new vocab words

Work with words students will use frequently

Teach fewer words more deeply

Which Mathematics Shift catches your eye as a possible Problem of Practice for yourschool?

Mathematics Shifts Reflection

EngageNY

Mathematics Shift 1: Focus

What the Student Does… What the Teacher Does…

Spend more time on fewer concepts

excise content from the curriculum

Focus instructional time on priority concepts

Give student the gift of time

EngageNY

Mathematics Shift 2: CoherenceWhat the Student Does…


Build on knowledge from year to year, in a coherent learning progression

Connect the threads of math focus areas across grade levels

Connect to the way content was taught the year before and the years after

Focus on priority progressions

EngageNY

Mathematics Shift 3: FluencyWhat the Student Does…


Spend time practicing, with intensity, skills (in high volume)

Push student to know basic skills at a greater level of fluency

Focus on the listed fluencies by grade level

Uses high quality problem sets, in high volume

EngageNY

Mathematics Shift 4: Deep Understanding

What the Student Does…


Show mastery of material at a deep level

Articulate mathematical reasoning

demonstrate deep conceptual understanding of priority concepts

Create opportunities for students to understand the “answer” from a variety of access points

Ensure that EVERY student GETS IT before moving on

Get smarter in concepts being taught

EngageNY

Mathematics Shift 5: ApplicationWhat the Students Does…


Apply math in other content areas and situations, as relevant

Choose the right math concept to solve a problem when not necessarily prompted to do so

Apply math including areas where its not directly required (i.e. in science)

Provide students with real world experiences and opportunities to apply what they have learned

EngageNY

Mathematics Shift 6: Dual IntensityWhat the Student Does…


Practice math skills with an intensity that results in fluency

Practice math concepts with an intensity that forces application in novel situations

Find the dual intensity between understanding and practice within different periods or different units

Be ambitious in demands for fluency and practice, as well as the range of application

Instructional Core

TaskPredicts Performance

Common Core Measures…

AUTONOM

Y

You Do

We Do

I Do

TextQuestioningEngagementFoundational Skills (K-2)

ELA CCLS Core Instructional Actions

Student Achievement Partners

Student Achievement Partners

Reflects the ShiftsInstructional practices that allow for mastery

Exhibition of mathematical practices

MATH CCLS Core Instructional Actions

Review the material provided on the CCLS Core Instructional Actions.

Summarize your learnings and reflections on the T chart provided.

At your table, share your analyses with a partner.

CCLS Core Instructional Actions

TASK

Student

ContentTeacher

Which of the Core Instructional Actions catches your eye as a possible Problem of Practice for your school?

Core Instructional Practices Reflection

Instructional Core

CCLS Core TASK


The quality of the Problem of Practice determines the quality of the site visit.

Problem of Practice

Forty percent of our students this past year were unsuccessful on the NYS Common Core assessments. They did especially poorly on the constructed response questions, both in ELA and Math. We may not be designing text based writing instruction that provides our students with enough access to constructed response questions, particularly tasks that require autonomy.

Model Problem of Practice for Common Core

At your table, craft a Problem of Practice dealing Common Core implementation

Opportunity for Practice

Transfer your Common Core based Problem of Practice to chart paper and post it on the wall.

At the signal, move around the room clockwise, reading other groups’ Common Core based Problem of Practice.

Return to your table and edit your Common Core based Problem of Practice as needed.

Reflect on the body of work represented in the ballroom with your colleagues.

Carousel Activity

The goals for the visit include making sure that the host school understands that the Learning Walks are about:

Network Professional Development School Learning Large Scale Student Improvement

Not about evaluating teachers or judging the school

The Goal of the Pre-Rounds Host School Meeting

CONFIDENTIALITY: No ID of schools or individuals. All data stays within the group.

COLLEGIALITY: All teachers chosen are willing to participate. Model respect and candor; avoid the land of “nice-nice”.

RESPECT FOR SCHOOLS’ REQUESTS: Principal’s guidance and requests.

Site Visit Norms

Involve the faculty from the very beginning

Tour the facilityReassure school staffDevelop a classroom visit schedule

Pre-Rounds Host School Meeting

8:00-9:15 Welcome, focus on the POP, and related professional development9:15-10:45 Classroom visits10:45-12:30 Debrief12:30-1:15 Lunch1:15-4:00 Next level of work

Generic Site Visit Schedule

City, Elmore, Fiarman, Teitel ; 2014, p.200

What did you learn? How does that affect your role? How does that affect your practice and planning?

How will you provide access of these learnings to your staff so that they may be successful?

De-briefing and Next Level of Work

Please touch base with your team and facilitator(s) regarding next steps with your regional BOCES Network Team.

Regional Network Team Meetings

Content- Common CoreProcess – Instructional Rounds

Context- School based

Androgogy

Remember the Instructional Core

CCLSTask


What was your most salient learning of the day?

Reflections

If we build instructional leadership through the analysis of data, observation of practice, and increased knowledge about both the instructional core and the Common Core Learning Standards, then we will develop an informed and purposeful school improvement process that will lead to improved outcomes for all students.

Theory of Action

Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Elizabeth A. City, Richard F. Elmore, & Lee Teitel. Cambridge, MA: Harvard Education Press, 2014.

Leading Instructional Rounds in Education: A Facilitator’s Guide. Thomas Fowler-Finn. Cambridge, MA: Harvard Education Press, 2013.

https://www.engageny.org https://www.engageny.org/resource/tools-to-

guide-the-collection-of-evidence-of-shifts-in-practice

Resources

[email protected]

Questions

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