Transcript The Learning Walk Routine

Leading with Trust
The Learning Walk® Routine
Building Community, Improving Practice
1
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Goals
• To understand why trust is required in an
environment where teachers can take risks
• To understand the role trust plays for the Learning
Walk Routine to function as a builder of community
• To build common understanding of how to use the
Learning Walk Routine to improve practice
2
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Social and Human Capital
• “Trust, shared learning, and goals created by social
networks and relationships”
- Leana and Pil, 2006
3
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Trust is Important
•
“ Without trust, it is unlikely that schools can be successful in
their efforts to achieve their academic mission.” - Tschannen-Moran, M.
(2004). Trust matters. San Francisco: Josey-Bass.
•
“ The more we trust each other, the better we are able to
cooperate, and therefore the better are our prospects for
progress.” - Cook, K.S., Levi, M. and Hardin, R. (eds.) (2009). Whom Can we Trust? How Groups,
Networks and Institutions Make Trust Possible New York: Russell Sage Foundation Publications.
• “ Trust acts as a catalyst for change processes
that instrumentally connect to improving academic
productivity.” - Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for
improvement. New York: Russell Sage Foundation
•
“ Trust is likely the most important element in the development of
a learning community.” - D Vodicka. (2006). The four elements of trust. Principal Leadership 7
(3), 27-30.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Trust Increases Mindfulness
• “The researchers asserted that mindfulness
depends on trust to create an environment where
the staff feels safe to identify errors and address
them as learning opportunities. In addition, the
principal must trust teachers to experiment with
different strategies, work collaboratively, and build
resilience (Hoy, Gage & Tarter, 2006).”
5
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 1
• Review pre-reading, Bryk, A. and Schneider, B.
(2003). Trust in schools: A core resource for school
reform. Educational Leadership, 60(6), 40-45 for
key ideas.
• Identify key ideas and be prepared to share with the
group.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Significant to Text
• Select one moment that strikes you as most
significant to the text. Think about how that idea
relates to English Learners.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Significant moment
“Our overall measure of
school trust, on the basis
of approximately two
dozen survey items
addressing teachers'
attitudes toward their
colleagues, principals, and
parents, proved a powerful
discriminator between
improving and
nonimproving schools. A
school with a low score on
relational trust at the end
of our study had only a
one-in-seven chance of
demonstrating improved
academic productivity.”
(page 43, paragraph 4).
Explanation of the significance to
the text
This moment makes an important point about the
impact of school trust on educational achievement:
namely, that it is a necessary condition for
improvement. Embracing trust in a school involves a
shift in the typical way of doing things—i.e., a shift in
culture, in ways of behaving for both teachers and
administrators. Principals, therefore, must realize
their important role in inviting or “norming” teachers
into this culture. This moment is significant because
the entire body of research on school trust has found
that without trust, there is no community, there is no
efficacy, and there is no progress. It is so powerful in
a myriad of ways. For English Learners this may
mean all trying to understand how to honor their
culture and first language so that they are
contributing members of the student body, and being
aware of when ELs and their parents need to use
their first language to learn and understand.
School leaders can also remember to have translated
documents and translators at meetings.
8
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
What We Know
• The literature clearly identifies trust as a key
component of successful schools.
• Schools where high levels of trust exist are
three times more likely to yield positive student
outcomes than schools where there are low
levels of trust.
9
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Key Considerations
• Respect - Conversations are marked by genuinely
listening to what each person has to say and by
taking these views into account in subsequent
actions. Even when people disagree, individuals can
still feel valued if others respect their opinions.
• Personal Regard represents another important
criterion in determining how individuals discern trust.
Such regard springs from the willingness of
participants to extend themselves beyond the formal
requirements of a job definition or a union contract.
10
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
• Competence in Core Role Responsibilities School community members also want their
interactions with others to produce desired
outcomes. This attainment depends, in large
measure, on others' role competence.
• Personal Integrity - Perceptions about personal
integrity also shape individuals' discernment that
trust exists. The first question that we ask is
whether we can trust others to keep their word.
11
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
The Learning Walk Routine
A Tool for Improving Teaching and
Learning While Building Community
12
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 2
The Learning Walk Routine
• Take about 10 minutes to review your key
ideas. See the Learning Walk Routine handout,
pages 5-19 for key ideas from your pre-reading.
• What are three or four key ideas you garnered
from reading Learning Walk Routine handout?
Use the space provided to write down the key
ideas and page number so that you can locate
them easily.
• When finished, please share your key ideas
with a partner. Be prepared to share at your
table.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 2
The Learning Walk Routine
4. At your table, go over the key ideas and use chart paper to
respond to the questions below. Appoint a facilitator,
recorder, and reporter.
– What are the strengths of the Learning Walk Routine?
– What are the significant ideas that we need to keep in
mind?
– What questions do you have?
– When you complete your chart, place it on the wall.
When all charts are up, walk around and read them.
Once everyone has had the opportunity to read the
charts, each reporter can take one minute to
summarize the table’s thinking. Each table group should
be prepared for questions as we engage in a discussion
as a large group.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
What Is a Protocol and Why Do We Need One?
• Procedural steps and guidelines to organize
discussion and structure participation so that:
• Typical responses to student work are slowed
down
• Describing the work without judging is the rule
• Participants raise questions, issues, and
dilemmas triggered by the student learning
Adapted from “Looking at Student Work for Teacher Learning, Teacher
Community and School Reform,” Little, J.W. et.al. Phi Delta Kappan, 85
(3), 188.
15
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
The Protocol
•
The protocol used in the Learning Walk Routine has the
following features:
•
It is grounded in a commitment to an effort-based concept of
intelligence and education;
•
It uses the lens of the Principles of Learning;
•
It is not evaluative;
•
It is focused on student learning as much as on teaching;
•
It is always a part of a recursive professional development
cycle;
•
It is evidence-based rather than judgmental;
•
It uses a particular protocol that must be learned and
followed.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
The Learning Walk Routine Protocol
Preparation
• All observers
are trained to
participate in
all steps of the
observation
• Observers
must include
some
individuals who
have deep
understanding
of the content
observed
Steps
1.Pre-Conference
•Facilitator selects the focus of
the observation during a preconference with observers
•Observers participating are
oriented by facilitator prior to
the classroom observation
2.Classroom Observation
3.Debrief
4.Quality Feedback to teachers
by principal
5.Next steps are planned
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Norms During Norms After The
LWR
The Observation
Observation
• Do no harm
• Use only
objective
Do not discuss
the observation
with anyone who
statements
was not an
• Use descriptive observer. This
observation is for
statements
data gathering
•Do not fix
purposes only
teacher
and is not to be
•Do not praise used for
or state dislikes evaluative
•State the facts purposes.
only
• Do not interrupt
instruction
Task 3. Part A: Understanding There Is a Focus
When Conducting an Observation
• Prior to conducting an observation there is a conversation
with the teachers(s) to have clear expectations. Set the
goals for the observation. The goals can be converted to
a question that is answered with evidence from the
observation.
• Today, we are observing a class through video, thus the
facilitator will select the focus.
• This lesson is engaging students in a rigorous reading
comprehension lesson so the focus will be on finding
evidence that the students are understanding the story.
• The question for this observation is: What did the
students do and say that demonstrated understanding of
The Wolf’s Chicken Stew?
Evidence you gather from
this observation must respond to this question.
18
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 3. Part B: Conducting the Observation
•
•
•
•
•
•
•
•
Prepare to observe a teacher who is working on teaching rigorous reading
comprehension. The teacher is working with English Learners at beginning and
mid beginning level of English proficiency.
Supporting Rigorous Reading Comprehension for English Learners
The Wolf’s Chicken Stew by Keiko Kasza
Teacher: Yvette Celorio Reyes
Coach: Gloria Sullivan
Wooldridge Elementary School
Austin Independent School District
Watch the videotape of the lesson and observe carefully for evidence that will
respond to the question we have selected for observation.
•Find the Learning Walk Routine Evidence Sheets provided for note-taking on
the left hand side of the folder. Use them to write your observations of this
classroom.
•After your viewing, take time to look at the evidence sheet you have and use
the transcript of the video to garner any evidence you may have missed.
Select two observations that respond to the question and fill out the chart
provided below. Be prepared to share with the large group.
19
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 3. Part B: Conducting the Observation
• Watch the videotape of the lesson and observe
carefully for evidence that will respond to the question
we have selected for observation.
• Find the Learning Walk Routine Evidence Sheets
provided for note-taking on the left hand side of the
folder. Use them to write your observations of this
classroom.
• After your viewing, take time to look at the evidence
sheet you have and use the transcript of the video to
garner any evidence you may have missed. Select
two observations that respond to the question and fill
out the chart provided below. Be prepared to share
with the large group.
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
The Learning Walk Routine Evidence Sheet
21
LEARNING
RESEARCH
DEVELOPMENT
© 2013ofUniversity
LEARNING
RESEARCH AND
AND DEVELOPMENT
CENTERCENTER
© 2013 University
Pittsburghof Pittsburgh
21
The Wolf’s Chicken Stew Video
22
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Task 3. Part B: After the Observation
• After your viewing, take time to look at the
evidence sheet you have and use the transcript
of the video to garner any evidence you may
have missed. Select two observations that
respond to the question and fill out the chart
provided below. Be prepared to share with the
large group.
23
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Evidence-Based Reasoning Sample
Observations
Analysis
I saw, I heard, I
noticed
This seems
evidence of
“Is there any other
type of um, or soup
that your mom
makes that has a lot
of stuff inside, not
just soup?”
Teacher is tapping
into students’
background
knowledge for their
understanding of
stew.
Interpretation of Cause and
Effect
Questions or
Suggestions
This leads me to
think…This
Therefore I wonder
supports the
learning of the
teacher or students
by…
Ensuring that the
students have
conceptual
knowledge of word
critical to
understanding of
this story.
I wonder how the
students will
continue to learn
and use the words
in the story?
24
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Reflection
1. Relational trust is characterized by four specific
considerations—Respect, Personal Regard, Competence
in Core Responsibilities, and Personal Integrity. What are
the authors saying about these (pp.41-42)? Select one
and share how it could be demonstrated during the
Learning Walk Routine.
2. Bryk and Schneider write on p. 41, “Consequently,
deliberate action taken by any party to reduce this sense
of vulnerability in others—to make them feel safe and
secure—builds trust across the community.” Given this,
what should attention be paid so that the Learning Walk
Routine builds trust and community?
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh
Bridge to Practice
• By
_, observe at least two
classrooms where teachers are working with students
on rigorous reading comprehension using and
interactive read aloud approach. Collect evidence on
the Learning Walk Routine Evidence Sheets provided.
Then, take two pieces of evidence and analyze them
using the Evidence-Based Reasoning Protocol. Reflect
in writing on the experience. What went well and was
difficult. Draw on specific examples from observation to
support your ideas.
• Be prepared to share your reflection with your
colleagues on
.
26
LEARNING RESEARCH AND DEVELOPMENT CENTER
© 2013 University of Pittsburgh