creating instructional leaders instructional rounds - …idahotc.com/portals/0/docs/2013...

Creating Instructional Leaders

Instructional Rounds -

within the RTI Calibration visits

Neuhaus Education Center

4433 Bissonnet

Bellaire, TX 77401

713.664.7676

fax: 713.664.4744

www.neuhaus.org

http://www.neuhaus.org/

Neuhaus Education Center 713.664.7676 fax: 713.664.4744

The Instructional Coaching Rounds Process

Background: Instructional Rounds are patterned after grand rounds used in medicine. It is a way of collectively gathering data and using shared expertise to develop next steps. Using a research-based protocol, teams of administrators observe literacy instruction in selected classrooms. The school and the date are selected by district administrators. Instructional Rounds can be done at any time and it is recommended that they be repeated frequently. “It takes expertise to make expertise” (Fink & Markholt, 2011). The idea of observing instruction and calibrating interpretation of observational data is a way to both ensure inter-rater reliability among observers and create shared expertise. Research on teacher effectiveness goes back to the 1940s. One study, published in 1968 found that teachers on average make 1,300 instructional decisions per school day (Wall Street Journal, 8.17.2012). Fink and Markholt (2011) make the case that education lacks identified standards upon which to measure performance. Unlike other professions (athletes, actors, musicians, doctors, scientists, etc.) that have clear and accepted standards of professional practice, teaching does not. City and Elmore (2009) refer to this issue as “A Profession in Search of a Practice” (2009). From a leadership perspective an understanding whether or not a problem of practice is limited to an individual teacher, a group of teachers, a grade level or content area, or an entire school is critical. Understanding the scope, and extent of the problem of practice, is one of the functions of Instructional Rounds and the basis for the creation of the observation protocol. Use within Idaho’s RTI Calibration Observations/Visits: This process can be used as part of Idaho’s calibration visits where RTI implementation data and information is gathered from those districts participating in Idaho’s RTI grant. This approach compliments the Implementation Rubric in that data is gathered from observing the instructional core – the interaction between the teacher and students in the presence of quality content. While it is important to guide and observe for the “outside of the classroom” factors that drive an effective RTI system such as the careful planning of a multi-leveled prevention/intervention system, a comprehensive assessment plan, data-driven decision making, and other over-arching factors, it is critical that observation of the practice taking place within those structures is observed as well. The observation protocol does not use a scale. Each indicator asks the observer to make a decision – yes or no. If the specific teaching behavior or interaction is not observed the answer is “no.” That does not mean that the teacher doesn’t ever exhibit that particular behavior. It means that during the 20-30 minutes observed it was not present. The protocol also asks observers to indicate whether they were there during the beginning of the reading block, the middle, or the end. One would expect to see different routines and procedures during different parts of the lesson.


It is recommended that administrators share with the observers what data they are most interested in collecting as they consider their RTI self-assessment and current data. We believe that each observation is unique and a snapshot in time and not indicative of the teachers’ overall performance. When gathering observational data we try to look with a purpose. Data can be collected to gain a deeper understanding of:

Implementation of new strategies gained from professional development

Implementation of the RTI process

Use of curriculum materials

Emphasis on standards-based instruction (is the objective of the lesson clear to the students and does it align with district standards)

Intensity of instruction

Student engagement

Use of small groups during instruction

Transitions between activities

Effectiveness of supplemental and/or intervention

Use of questioning

Use of prompting and cueing

Independent Student Work (use of anchor charts, routines, procedures)

Etc. It is strongly recommended that all participants read Leading for Instructional Improvement (Fink & Markholt, 2011).

References

Fink, S. & Markholt, A. (2011). Leading for Instructional Improvement. San Francisco, CA: Jossey-Bass. City, E. & Elmore, R (2009). Instructional Rounds in Education. Cambridge, MA: Harvard Press. Teitel, L., (2009) Improving Teaching and Learning through Instructional Rounds. retrieved 8.23.12 From http://www.hepg.org/hel/article/157. Principles of Practice Guide developed by the Academic Development Institute and the Center for Innovation and

Improvement (www.cii.org)

http://www.hepg.org/hel/article/157

http://www.cii.org/


What’s the purpose of Instructional Rounds?

• To develop a shared vision for high-quality instruction

• To calibrate understandings of high-quality instruction

• To calibrate understanding of best practices

• To provide principals and leaders a tool to assess their own classrooms

• To develop a school and district culture of public practice

• To gather data necessary to identify relevant problems of practice

Guided by the following theories of action and further intended outcomes:

• If we (as a school and district leaders) spend regular and focused time in classrooms observing and describing student learning and teaching practice, then we will develop a common vision and shared understanding of high quality instruction within an RTI system.

• If we develop a common vision and shared understanding of high-quality instruction, then we will be able to identify the supports teachers need and lead with greater clarity the improvement of teaching practice.

• If we are open and transparent about our own learning, then we will be able to engage in and model the kind of reflective learning necessary to support a learning community culture focused on continuous improvement.


What it is and isn’t . . .

∅ “drive-bys”

Is descriptive, analytic, inferential – a tool to guide observations to support analysis and conversation

∅ A teacher evaluation tool

NO assessment of individual teachers

Separates the person from the practice; focus on the practice

∅ An implementation check

Focus on patterns of practice and predicted results, not necessarily compliance with directives

∅ Training for supervision

Focus on collective learning rather than individual supervisory practice—mirror, not window

∅ A “program” or a “project”; an add-on, another initiative among many

Is a practice, designed to support and explicitly connect the observations to the teacher’s professional learning needs, the school improvement agenda, and to a vision of student learning

City, E. (2009).

Observing Classroom Practice The Observation Protocol is used to collect data that is:

• Descriptive not evaluative- just the facts! • Specific • About instructional core • Related to problem of practice (or data needed to be collected)


Debriefing the Instructional Rounds Each participant shares their observation data in a descriptive manner. This is called noticings.

The Inquiry Cycle is used as a way to organize the conversation. When observation is separated from the interpretation (evaluative), this leads to authentic questioning. This protocol is not intended to be a script or a checklist but a tool to guide observations into support, analysis and conversation. The protocol will provide a model for classroom observation as an Inquiry rather than a checklist of things to look for. This process will help the observer organize his or her thinking after classroom observations. After the observer records their descriptive noticings, he or she can begin the inquiry.

What questions (wonderings) did you have?

What descriptive evidence was noticed and what did it cause the observer to wonder?

Using what is known about what learning should look like in the ideal in relation to this context observed, think

about this information as it compares to the noticings and wonderings.

Based on the above what may be one theory or problem of practice about student learning?

Using theory as a guide what are the implications for professional development, school improvement, and or

decisions for the leader. (Is there more information to be gathered? or what data will be used to measure the

effectiveness?)

Once all data from each school is collected from this initial visit, the state department can look for patterns of problems of practice across the districts and begin to create a theory of action that will inform future professional development.

What was observed and what is resonating with the observer?

What are the implications of these observations?

How will this information collectively inform professional development, resources, and future state department support?


Planning for Instructional Rounds

It is recommended that administrators discuss and share with the facilitators/observers what data they are most interested in collecting. We believe that each observation is unique and a snapshot in time and not indicative of the teachers’ overall performance. When gathering observational data we try to look with a purpose. This data can be rooted in the school RTI improvement plan and is data that is based on the current data set that concerns the building.

Prior to the Instructional Rounds Visit

• District administrator selects a school and communicates with building administrator

• District administrator contacts Idaho State Department to secure the date

• Building administrator communicates to staff that they will be hosting Instructional Rounds at their school. (Sample

letter on p.12)

• Preparation for the Instructional Rounds visit

• Building leader secures a location for the team to meet prior to Instructional Rounds and for debriefing (library, conference room, etc.)

• Building leader prepares a folder for the observer that includes:

Agenda (sample p. 14)

Schedule of visits (template p. 15, sample p. 16)

Map of the School

Observation protocols (five per participant) (p.18)

Observation protocol with questions and outline of Inquiry Cycle (one per participant) (pp. 17-22)

Additional information necessary (parking, testing going on, substitutes, etc.)

Expect participants to arrive at 8:00 or ??

Classroom or building schedules for each observer to collect as part of data collection

Any other information the building would like to share


Schedule

Opening meeting 45-70 minutes

1. District and/or building administrator describe the particular observation data they want collected. They also provide data and have artifacts ready to be collected as part of the RTI implementation rubric.

2. Instructional Rounds facilitator explains the process.

o Participants observe classroom instruction in pairs or triads

o Use descriptive evidence (Brief definition of difference between description vs. evaluation.)

o No discussion about classroom observations should happen in the hall between observers

o Group reconvenes to debrief- each participant shares their observation data

o Observational teams meet and come to consensus regarding observational data collected.

o Reflecting on the process

Instructional Rounds - Classroom Observations -20-30 minutes in each class (2 hours)

Debriefing the Instructional Rounds -Time for debriefing and reflection using the Inquiry Cycle (2 hours or more)


Agenda to consider

Prior to Instructional Rounds

Building Administrator welcomes participants.

Welcome should include:

Demographics of school

Current student achievement level

School-wide priorities related to literacy (for example: use of strategies, reading block implementation, curricular materials used for reading instruction, etc.)

Artifacts ready as part of RTI rubric data collection

Administrator’s thoughts about the existing challenges facing the school to meet 100% proficiency in reading, math or language arts

Distribution of the folders; explanation of the agenda and schedule of classroom visits

Facilitator explains the process and the protocol.

During the Instructional Rounds

• The facilitator may set some norms for the visit such as holding discussions in the halls and not in classroom while observing.

• It may be important that visitors not interact with teachers and students - only observe.

• Use of the Observation Form


Next Steps -After the Instructional Rounds

Within a week of the visit, the observer sends a summary of the data gathered (by indicator but not by grade or teacher) to the state department. The summary will synthesize the information; it may reflect any identified problem of practice or problems of practice to be considered by the leaders when considering classroom instruction and the RTI process.


Resources


Dear Faculty,

Our goal is to support your work in the classroom. In order to link theory and practice, observers from

the state department will be instituting Instructional Rounds as part of their calibration visits. They will be

observing classrooms and debriefing to refine our understanding of the needs of our students and our

teachers.

Our school has been selected for Instructional Rounds on (fill in date). Visitors will be here from (fill in

time) a.m. until (fill in time) p.m. that day. I will be sending out a schedule shortly. If you have any

questions about the process please let me know. You can read more about the process at:

http://www.hepg.org/hel/article/157.

Sincerely,

SAMPLE Letter to Staff about

Instructional Rounds.

http://www.hepg.org/hel/article/157


Sample Agenda Improving Teaching and Learning in an RTI System Through Instructional Rounds

Agenda

Date________________ Location ____________________________ 8:00-8:40 Welcome and Introductions Building Leadership/ Facilitators (40 minutes)

Demographics of school. Current student achievement level. School-wide priorities related to literacy (for example: use of NEC strategies, reading block implementation, curricular materials

used for reading instruction, etc.). Administrator’s thoughts about the existing challenges facing the school to meet 100% proficiency in reading. Description of the particular observation data they want collected Artifacts ready as part of RTI rubric data collection

8:40- 9:55 Facilitator explains the process (45 minutes)

What it is, What it is not (It is not an evaluation.) Use descriptive evidence (If facilitator has time he/she may briefly define difference between description vs. evaluation. Consider

Inquiry Cycle) No discussion about classroom observations should happen in the hall between observers Group reconvenes to debrief- each participant shares their observation data and how it will inform the ISDE’s planned professional

development and work. Observational teams meet and come to consensus regarding observational data collected. Reflecting on the process

9:00- 12:00 Instructional Rounds – Classroom observations (varies )

Instructional Rounds schedule Classroom maps Observation form

12:00-2:00 Debriefing and Reflection (2 hours)

Each participant shares their observation data Observational teams meet and come to consensus regarding observational data collected. Share initial observations with host

school. Reflection- on the process

2:00 Adjourn


Instructional Rounds Observation Protocol

Outcomes: To develop a shared vision for high-quality instruction

To calibrate understandings of high-quality instruction

To calibrate understanding of best practices

To provide principals and leaders a tool to assess their own classrooms

To develop a school and district culture of public practice

To gather data necessary to identify relevant problems of practice

Guided by the following theories of action and further intended outcomes: If we (as a school and district leaders) spend regular and focused time in classrooms observing and describing student learning and teaching practice, then we will develop a common vision and shared understanding of high quality instruction. If we develop a common vision and shared understanding of high-quality instruction, then we will be able to identify the supports teachers need and lead with greater clarity the improvement of teaching practice. If we are open and transparent about our own learning, then we will be able to engage in and model the kind of reflective learning necessary to support a learning community culture focused on continuous improvement.

Classroom Observation Date: _____________ Grade Level:___________________ Subject: ________________________________

Room No: ___________________________________

Begin: _________________

End: _____________

Indicator Estimate %

Teacher Directed Observer: _______________________________________________________

Student Directed

Independent Work

Other

Total Y = Yes – Observed or Present N = No – Not observed or no occasion to be observed

Classroom Management/Instruction Est. Time

Teacher Directed Whole Class/ Teacher Directed Small Group Est. Time

When waiting for assistance from the teacher, students are occupied with literacy related activities provided by the teacher.

Y N

Teacher clearly states the lesson’s topic, theme, and objectives. (Objective is linked to standards)

Y N

Teacher uses modeling, demonstration, and graphics. Y N

Teacher uses a variety of instructional modes. Y N Teacher explains directly and thoroughly. Y N

Transitions between whole group and small group are brief and orderly.

Y N

Teacher uses prompting/cueing. Y N

Teacher has a Reading block schedule posted in the room.

Y N

Teacher reviews with questioning. Y N

Students are engaged and on task. Y N Teacher Student Interaction

Teacher re-teaches following questioning. Y N

Student-Directed Groups/ Independent Work Teacher uses open-ended questions and encourages elaboration.

Y N

Teacher interacts instructionally with students (explaining, checking, giving feedback). Y N

Teacher encourages peer interaction. Y N

Teacher interacts managerially with students (reinforcing rules, procedures).

Y N Teacher encourages students to paraphrase, summarize,

and relate. Y N

Teacher encourages students to help each other with their work.

Y N

Teacher encourages students to check their own comprehension.

Y N

Observational Statistics (mark all that apply) Teacher encourages students to speak in complete sentences.

Y N

Observer present when lesson began? Y N

Observer present when lesson ended? Y N Grouping Formats – Time Allotted

Whole Group _________________ Small Group/Teacher Led______________ Small Group/Student Led __________________ Pairs________________ One on One ________________ Other _____________________________

Observer present during middle of lesson? Y N

# of Students _____________

Aide present? Y or N How many?_____________

(If present, please make note of aide activity)


Indicators Sample Questions to Consider


Do students take responsibility for their own learning by using time productively?

Teacher uses a variety of instructional modes.

How does the particular set of strategies used in the lesson serve the identified purpose? To what extent do the instructional strategies support student learning of the content or development of a skill?


Do students have an understanding of how to access classroom resources and move about the room quickly so that they can begin their next task?


Does the schedule reflect how much time is allocated for literacy instruction? What other information is found in the posting?

Students are engaged and on task.

Ask yourself, who is doing the work? What is the nature of the work? What is the level of and quality of the intellectual work in which students are engaged (e.g. factual, recall, procedure, inference, analysis, metacognition)?

Teacher interacts instructionally with students (explaining, checking, giving feedback).

What particular strategies, structures, and approaches are used?


What routines were observed that facilitate student ownership of learning and independence? How is the physical arrangement of the classroom conducive to learning? How are materials and resources accessible to students? Is there evidence of students referring to instructional charts posted around the room during independent work? Is it apparent that students know how to access the appropriate classroom charts and material throughout the classroom independently to support their learning?


What question(s) does the teacher use to encourage students to share their thinking with each other? How are students asked to build on other’s ideas and assess their understanding of each other’s ideas?


Is the lesson purpose clearly articulated, connected to a standard and understood by the students? What is the objective of this lesson? How is it meaningful beyond the specific task or activity? Does the lesson match the purpose? How does what students are engaged in doing help them achieve the desired outcomes?


Teacher uses modeling, demonstration, and graphics.

How does the content of the lesson influence intellectual demand that students are required to do? How does the content reflect what proficient readers do? How is learning made visible?

Teacher explains directly and thoroughly.

Are lesson materials and tasks related to a larger unit and to the sequence and development of conceptual understanding over time?

Teacher uses prompting/cueing. What teaching approaches are observed to scaffold learning?

Teacher reviews with questioning.

How do the students receive corrective feedback?

Teacher re-teaches following questioning.

What instructional decisions or moves does the teacher do during the lesson to better support student learning based on evidence of progress gleaned during the lesson? (questioning, checking for understanding, etc.)

Teacher uses open-ended questions and encourages elaboration.

How does the teacher encourage students to make their own meaning and elaborate on

ideas? ( Ex. using open ended questions, asking questions, articulating connections

made, summarizing)

Teacher encourages peer interaction.

What is the substance of peer interaction? What particular strategies are used to engage peer interaction?

Teacher encourages students to paraphrase, summarize, and relate.

How does the process of student engagement and/or student response reflect efforts to help students in making meaning?


What evidence shows how students take ownership of their learning to develop, test, or refine their thinking? How does the teacher gain information about student learning through student answers?

Teacher encourages students to speak in complete sentences.

Do students speak in complete sentences? What is the balance between teacher talk and student talk? What is the frequency of teacher talk, teacher initiated questions, student initiated questions, student to student interaction, and student presentation of work?

Classroom Observation Date: _____________ Grade Level:___________________ Subject: ________________________________

Room No: ___________________________________

Begin: _________________

End: _____________

Indicator Estimate %

Teacher Directed Observer: _______________________________________________________

Student Directed

Independent Work

Other

Total Y = Yes – Observed or Present N = No – Not observed or no occasion to be observed

Classroom Management/Instruction Est. Time

Teacher Directed Whole Class/ Teacher Directed Small Group Est. Time


Y N


Y N

Teacher uses modeling, demonstration, and graphics. Y N

Teacher uses a variety of instructional modes. Y N Teacher explains directly and thoroughly. Y N


Y N

Teacher uses prompting/cueing. Y N


Y N

Teacher reviews with questioning. Y N

Students are engaged and on task. Y N Teacher Student Interaction

Teacher re-teaches following questioning. Y N

Student-Directed Groups/ Independent Work Teacher uses open-ended questions and encourages elaboration.

Y N

Teacher interacts instructionally with students (explaining, checking, giving feedback). Y N

Teacher encourages peer interaction. Y N


Y N Teacher encourages students to paraphrase, summarize,

and relate. Y N


Y N


Y N

Observational Statistics (mark all that apply) Teacher encourages students to speak in complete sentences.

Y N

Observer present when lesson began? Y N

Observer present when lesson ended? Y N Grouping Formats – Time Allotted

Whole Group _________________ Small Group/Teacher Led______________ Small Group/Student Led __________________ Pairs________________ One on One ________________ Other _____________________________

Observer present during middle of lesson? Y N

# of Students _____________

Aide present? Y or N How many?_____________

(If present, please make note of aide activity)


Indicators Descriptive Evidence


Teacher uses a variety of instructional modes.



Students are engaged and on task.

Teacher interacts instructionally with students (explaining, checking, giving feedback).





Teacher uses modeling, demonstration, and graphics.

Teacher explains directly and thoroughly.

Teacher uses prompting/cueing.

Teacher reviews with questioning.

Teacher re-teaches following questioning.

Teacher uses open-ended questions and encourages elaboration.

Teacher encourages peer interaction.

Teacher encourages students to paraphrase, summarize, and relate.


Teacher encourages students to speak in complete sentences.


Inquiry Cycle: Habits of Thinking for Instructional Leadership • Noticing – Describe specific facts related to the Observation Protocol that you recorded.

• Wondering- Based on what you saw (or didn’t see), what are you curious or would like to know more about?

• Analysis – Using what (collective) knowledge is known about what learning should look like in the ideal in relation to this context observed, think about this information as it compare with my noticings and wonderings.

• Theories – Based on multiple observations across all classrooms and preponderance of data, this is one theory (or problem of practice) about student learning is …..

• Leadership Implications – Using Theory as a guide this is one implication for professional

development and my decisions as a leader. (Gathering additional information and data to measure

effectiveness)


NOTES

creating instructional leaders instructional rounds - …idahotc.com/portals/0/docs/2013...

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