mssaa 2017 learning walks copy 3 - home - msaa home …€¦ · · 2017-08-21why do learning...
TRANSCRIPT
lea r n i n g wa lks a professional development tool
About Us
Dr. MatThew Beyranevand
K-12 Department Coordinator for Mathematics
@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
[email protected] @dr_hirsch
DR. MATTHEW BEYRANEVAND K-12 DEPARTMENT COORDINATOR MATHEMATICS
@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