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Superintendents ’ Network Welcome! Apprentice Facilitators And Coaches. Superintendents’ Network. Instructional Rounds Overview For Apprentice-Facilitators. Goals of Instructional Rounds.
Instructional Rounds Overview
Build skills of network members by coming to a common understanding of effective practice and how to support it.
Support instructional improvementat the host school by sharing what the network learns and by building skills at the local level.
16 AEA Leaders
2 Department of Education Representatives
5 Professional Organization Representatives (SAI, IASB, ISEA)
1 Higher Education Representative
“Superintendents can be and need to be instructional leaders.” – Iowa superintendent
The relationship between the teacher and the student in the presence of content
An Inquiry Process
A Disciplined Practice
Problem of Practice
Theory of Action (often later)
Network observes practice in classrooms
Network debriefs observations
Network generates reflective questions for host’s Next Level of Work
Host and network follow-up to implement and support the Next Level of Work (share data, take action, learn more)
If the district leads professional learning on Cognitively Guide Instruction (CGI) and provides organizational supports (use of formative and summative data, time, resources, leadership, participative decision-making); then teachers will acquire CGI knowledge and skills.
If teachers engage in learning opportunities with leadership support, plan lessons with peers, deliver lessons with coaching, and examine student data; then teachers will transfer master CGI instructional strategies.
If teachers routinely deliver CGI practices with fidelity, and if students have opportunities to acquire skills in higher order mathematical thinking, and apply skills to solve real world problems; thenstudents’ mathematical problem solving skill will improve.
Teachers have been receiving professional development and studying Cognitively Guide Instruction (CGI) practices during the past school year. Teachers model a variety problem solving strategies in the classroom. Classroom walk through data and analysis of unit assessment data indicate that students in grades 2 and 3 still struggle to solve word problems and story problems and explain their own thinking.
What kinds of problem solving tasks are students asked to do?
What are students doing to solve a problem?
How does the teacher model problem solving?
How does the teacher know what students are doing to solve problems?
Look down, not up
What are students actually doing? (not what the teacher thinks s/he is asking them to do)
Task predicts performance
On your own:
With your observation team:
With your partner group:
Disagreement is an opportunity for learning!
What trends are emerging?
If you were a student at this school and you did everything you were expected to do, what would you know and be able to do?
Are our reflective questions:
Have we considered reciprocity (the resources and support the organization will need to provide if changes are expected)? Are our ideas practical?
Less is more!
Establish processes and expectations for follow-up
Hold each other accountable
What is our intent? Is it…
… going into classrooms to learn about the instructional core (interaction of students and teachers and content)? THIS IS ROUNDS
… going into classrooms to check up on teachers
THIS IS NOT ROUNDS
“Rounds are supposed to be about puzzles and shared inquiry and seeing every piece of data as a learning opportunity and as a guidepost on the Road to Support, not as thinly-disguised accountability. We don’t do rounds to other people. We do rounds for ourselves and for our students. We do rounds together. If it feels like it’s being done to someone, it needs tuning.”
Instructional Rounds In Education, City, Elmore, Teitel and Fiarmann, page 108
“We learn the work by doing the work.
Instructional improvement is the work.
We do everything else to support the work.”
School Administrators of Iowa