Transcript PA ROUNDS - egusdsecondaryed

Skillful Leader II
PA Rounds Walk
Jan 2010
Skillful Leader II
MAKING THE SHIFT TO
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LEARNING-FOCUSED
AND COMMUNITY-FOCUSED
SUPERVISION
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Traditional Balance of Attention
Student
Performance
CONTENT
RIGOR
TEACHER
ACTIONS
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Discriminating between
Wide-spread Patterns
and
Individual Development
Needs
Skillful Leader II
See a concern
Check Other Classrooms
Pattern across the
district/ school
Characteristic of 2-3
individuals only
Professional
Development
Supervision and
Evaluation
Feedback to school
Focused Improvement
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Seeing a
Pattern
Math
D
Sci
A
Soc Stud
E
 Calling only on
students with hands
raised
 Same 4-5 students speak
Sci
B
Math
C
Health
F
Call-response recitation
exclusively on 3 walks
 Teacher talks 1-2 minutes
for every 30 sec of
student response
 Primarily low-level,
recall questions; no
follow up to responses
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Classrooms
Communities
Widespread
Needs/Limitations
• Whole school feedback
• Professional Development Initiatives
• Coaching
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Supervision is the act of
stimulating, supporting, facilitating,
and problem solving with staff to
promote student achievement
through effective instruction.
Evaluation is the act of judging
whether performance meets
district standards.
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•Purpose
of Rounds
To utilize walks (“rounds”) as a
school/district change strategy that spreads
implementation of desired practices into more
classrooms.


To collect data on the instructional core
focused on academic tasks, re what students will
know how to to relative to questioning and
provide guidance on the next level of work that
would be required for the students to perform at
higher levels (p.38)
Skillful Leader II
•Purpose
of Rounds

Build high performing accountable (problem
solving) communities by designing walks focused
on school/district defined problems of Practice
involving all district administrators in collecting
data and formulating a Theory of Action to guide
implementation.

Build district capacity to sustain Skillful
Leader development.
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Beyond: Rays of Hope and
Pockets of Excellence
The challenge of …..
•moving
research based vision into
practice in all classrooms.
•building
a district collaborative network to
meet this challenge.
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Implication for School Improvement
Getting change to scale in every
classroom…..may mean….
Less dependence on pilots/volunteer
participants
because….
pilots can lead to pockets of excellence
where the learning is not transferred.
Skillful Leader II
Confronting the Undermining Conditions
confront the “messiness” of
schools– the composites and collections
of previous “solutions” once thought
compelling
•Visions
“Systems and schools are not blank
slates waiting to be written on by leaders”
•
Skillful Leader II
Activator: Medical Rounds
What are they ? How do they
apply?
Skillful Leader II
Activator: Classroom Rounds
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Collaborative
What are they ? How do they
apply?
to
Accountable
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ROUNDS
Require participants to focus on a
common problem of practice that
cuts across all levels of the
system.
Breaks down isolated cultures and
builds Accountable Communities
Skillful Leader II
The purpose of rounds is to
• deepen the understanding of
crucial instructional problems
(“Problems of Practice”),
•develop common language
• decide how to scale up
implementation into all classrooms.
Skillful Leader II
“Our goal is to support systems of
instructional improvement at scale
not just isolated pockets of good
teaching in the midst of
mediocrity.” (p.5)
Skillful Leader II
Problem of Practice=
the specific problem of instructional
improvement that the school and the
school system is working on and want
feedback about .
Skillful Leader II
The formulation of the
problem is more important
than the solution (Einstein)
Skillful Leader II
The Instructional Core
•
INSTRUCTIONAL CORE
CONTENT
STUDENT
TEACHER
(Cohen & Ball, 1999)
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The interaction of students and teachers in the
presence of content.
• Teacher:
what a teacher does in the
classroom. Depends on teacher’s skill and
knowledge (repertoire and ability to match)
• Student:
what students do in the classroom.
Level of ACTIVE student learning
• Content:
how concepts are presented and
the tasks students are asked to complete.
Difficulty of content; level of challenge;
activity vs. mastery focus
Skillful Leader II
TEACHER
• What
is the level of skill
and knowledge that the
teacher brings to teaching
the content?
• What
are the instructional
decisions the teacher is
making (repertoire and
matching)?
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Skillful Leader II
Life in Classrooms (1968)
Teacher as decision maker
Do you recall how many
decisions teachers make in a
typical school day?
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KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching
Overarching
Objectives
Curriculum
Design
Planning
Assessment
CURRICULUM
PLANNING
Objectives
Learning
Experiences
Personal
Relationship
Building
Class Climate
MOTIVATION
Expectations
Clarity
Space
Principles of
Learning
Time
Models of
Teaching
INSTRUCTIONAL
STRATEGIES
Routines
MANAGEMENT
Attention
Momentum
Discipline
FOUNDATION OF ESSENTIAL BELIEFS
BELIEF #1- ABILITY-BASED BELIEF
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Belief #2 (Learning Goal Orientation)
Ability
+
CONFIDENCE
+
EFFECTIVE
EFFORT
Hard
Work
Strategies
ACHIEVEMENT
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STUDENT
Skillful Leader II
STUDENT
•
Are students actively
engaged?
•
Do students know what
they are doing and why
they are doing it?
•
Do they perceive value in
the tasks they are being
asked to do?
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Skillful Leader II
CONTENT
•
Are the tasks related to
asking or answering
questions students are
being asked to do,
challenging but attainable?
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Skillful Leader II
CONTENT
• The
TASK
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Qu i c k T i m e ™ a n d a
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a re n e e d e d to s e e t h i s p i c t u re .
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Skillful Leader II
first principle: Increases in student learning occur only as a
consequence of improvements in the level of content,
teachers’ knowledge and skill, and student engagement
second principle: If you change any single element of the
instructional core, you have to change the other two
third principle: If you can’t see it in the core, it’s not there
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Skillful Leader II
There are only three ways to improve student learning at scale:
1. You can raise the level of the content that students are taught.
2. You can increase the skill and knowledge that teachers bring to the
teaching of that content.
3. You can increase the level of students’ active learning of the content.
That’s it.
Everything else is instrumental.
Schools don’t improve through political and managerial incantation; they
improve through the complex and demanding work of teaching and learning.
(Instructional Rounds, Richard Elmore, et al)
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Skillful Leader II
•
If we change any single element of the instructional core we have to
change the other two to effect student learning
CONTENT
TEACHER
STUDENT
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Skillful Leader II
If you change any single element of the instructional core,
you have to change the other two to affect student
learning
•
For example, what happens if we only change the level of
content (a new math or ELA curriculum), but not the expertise
and skill level of teachers to effectively teach that new content?
•
Or, what if you raise the level of content and the knowledge
and skill of teachers without changing the role of the student?
“Teachers are doing all, or most, of the work, exercising
considerable flair and control in the classroom, and the
students are sitting passively, watching the teacher
perform.”
Instructional Rounds in Education, Elmore et al, pp. 25-26
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Skillful Leader II
Therefore….
Any innovation or intervention must take into account
all three elements of the instructional core
CONTENT
TEACHER
STUDENT
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Skillful Leader II
first principle: Increases in student learning occur only as a
consequence of improvements in the level of content,
teachers’ knowledge and skill, and student engagement
second principle: If you change any single element of the
instructional core, you have to change the other two
third principle: If you can’t see it in the core, it’s not
there
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Skillful Leader II
– The
core defines points
of entry for instructional
improvement
– Should
be observable (“if
you can’t see it, it’s not
there”)
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fourth principle: Task predicts performance
“What predicts performance is what students are actually
doing”
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Skillful Leader II
fourth principle: Task predicts performance
What predicts performance is what students are actually
doing
…the instructional task is the actual work that students are
asked to during the process of instruction-not what
teachers think they are asking students to do or what the
official curriculum says that that student are asked to do...”
(23)
fifth principle: The real accountability system is in the
tasks that students are asked to do
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Skillful Leader II
STOP and PROCESS re:L Instructional Core
Insights or Sharper Thoughts?
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Skillful Leader II
sixth principle: We learn to do the work by doing the work
seventh principle: Description before analysis, analysis
before prediction, prediction before evaluation. You build a
common culture of instruction by focusing on the language
that people use to describe what they see
Description
Analysis
Prediction
Evaluation
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Skillful Leader II
seventh principle: Description before analysis, analysis before
prediction, prediction before evaluation. You build a common
culture of instruction by focusing on the language that people
use to describe what they see
Description
Analysis
Prediction
Evaluation
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Skillful Leader II
Description
Analysis
Prediction
Evaluation
Data Collection--& Grouping
and Looking for Patterns
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Skillful Leader II
Description
Analysis
Prediction
Evaluation
Making causal inferences about
the kind of learning we would
expect as a consequence of the
instruction. (Task predicts
performance)
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Skillful Leader II
Description
Analysis
Prediction
Evaluation
What is next level or work?
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Skillful Leader II
Individual Processing
•
•Read through notes and collected
data
•With a different color highlight
/annotate notes with anything that
relates to the Problem of Practice or
targeted focus
•Identify 5-10 salient points of data.
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Skillful Leader II
The PA ROUNDS
•
•
ROUND VISITS & DATA GATHERING
DESCRIPTION AND ANALYSIS
•
SHARING AND PREDICTION
•
NEXT STEPS
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Skillful Leader II
The OBEN ROUNDS
Sources of data:
•
•
•
•
Wall reading;
literal notes on interaction; student interviews
Student artifacts e.g. journals, worksheets
Insterviews with students
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Skillful Leader
MOVING and
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IMPEDIMENTS=
LEADERSHIP
Skillful Leader
ROOT CAUSES
MOVING
and
What explains
these
patterns?
REMOVING
IMPEDIMENTS=
LEADERSHIP
Skillful Leader II
Actions or decisions
particularly relevant to
helping students exert
effective effort to meet the
objective
Salient
Data
Quote or set of quotes
particularly relevant to
helping students exert
effective effort to meet
the objective
Missed opportunities (MO’s) to take an
action that would help student exert
objectives focused effective effort.
Skillful Leader
THINKING SKILLS
MASTERY
INVOLVEMENT
How can I get students
really engaged?
ACTIVITIES
What activities could
students do to gain
understanding or to develop
these skills?
COVERAGE
What knowledge,
skill, or concept
am I teaching?
• Chunked instruction
• Alignment with
instruction
• Variety of processing
structures
Students summarizing
and making connections
Checking for understanding
across all students not just
an eager few
Skillful Leader II
THEORY OF ACTION
•Organizations
embody beliefs and practices deeply
rooted in people’s identities
•A school
represents an equilibrium state– however
dysfunctional– that reflects the comfort zone of people
who work in it
Skillful Leader II
The Undermining Conditions
•“Organizations resist vision not because of some
perverse instinct..to resist change but because
existing structures and practices provide a story line
people understand” p.40
•A new
vision often fails to provide people a
persuasive and understandable alternative
Skillful Leader II
• Vision
for Instructional Improvement (identifies
the students who will benefit from improving
instructional quality in a specific content area)
• Strategy
(reflects actions and initiatives related to
improving instruction in the content area identified
in the vision)
• Instructional
Improvement Map (reflects priorities
for instructional improvement in this content area)
IF we….
THEN…
IF we….
THEN…
Skillful Leader II
The theory of action emerges from the outcome and
the specific problem of practice
Goal
(Intended Outcome)
+
Problem of Practice
_______________________
Theory of Action
(If …Then)
Skillful Leader II
If
(the development strategy we’ll use to address our
Problem of Practice) …..
Then
(this will result in the Intended Outcome we have
identified as desirable)
Skillful Leader II
Theory of Action- What is it?
allows the vision for teaching and learning to be realized
within the context of the individual school. The theory of
action:
•
is the story line that makes a
vision and strategy concrete
•
provides the map that carries the
vision through the organization
•
cuts through the organizational
clutter to the instructional core
Skillful Leader II
Theory of Action- The Ethos
•Trial and error--ongoing revision
•
•Double Loop Learning reflecting about
how we learn
•High risk= must share failures and face
plants with everyone
•Collective learning beyond boundaries of
closest colleagues
Skillful Leader II
Theory of Action- Requirements
has three main requirements:
•
it is a statement of causal relationship that describes
what I do – in my role as a superintendent, principal,
teacher, coach, etc.-- and what constitutes a good result in
the classroom
•
it is empirically falsifiable – it must be able to be
disproved based on evidence of what is happening in the
classroom
•
it is open-ended and needs to be further revised as more
is learned about the consequences of actions.
Skillful Leader II
Theory of Action- an hypothesis
Stated as if- then propositions:
•
to stress the causal nature of the statements
•
to reinforce that these are testable propositions that
are subject to revision if the goal is improved student
learning
•
Picture of scientist???
Skillful Leader II
Theory of Action- In addition it …
•
needs to be concrete and relate to the specific context in
which the participants work
•
provides a through line to the instructional core and provides
information about the vital activities that need to happen to
improve teaching and learning
•
tends to tighten up accountability requirements because it
shows the interdependence of roles
•
Remember: even if it is a simple and incomplete theory, it is better
than no theory at all– this is a learning process
Fail Forward!
Skillful Leader II
Theory of Action: Examples
• IF we monitor students’ progress through multiple
assessments over time, THEN we will be able to
assess our instructional effectiveness and develop
focused intervention strategies.
•
IF we develop a deep understanding of the
pedagogical knowledge base among our
instructional leaders, THEN administrators and
curriculum instructional leaders can support and
impact high quality teaching by providing teachers
with specific, results-oriented feedback that impact
student learning.
Skillful Leader II
Theory of Action?
•
IF the algebra-for-all vision is compelling and people
have good motives and work hard, THEN students will
take algebra and succeed at it.
At your tables use the criteria to determine why
this example is not an effective theory of action
Skillful Leader II
Theory of Action- Second Thoughts
The key implications for practice are these:
•
We need to have a vision that reflects where the school is
going.
•
A theory of action should be developed collaboratively to
reflect how the vision will be realized and how teachers
will operate in the classroom.
•
The theory of action should be a living document and
should be reflected upon regularly.
•
Discussions about the validity of the theory of action should
incorporate a wide range of opinions.
Skillful Leader II
I take: actions (based
on my beliefs)
I adopt: beliefs
(about the world.)
I draw: conclusions.
I make: assumptions
I add: meanings
Recognizing
and Climbing
Down From
the Ladder of
Inference
I select: data
Observable data and
experiences
Source: Peter Senge et al, Schools that Learn, 2000, 71.
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