Transcript “You don’t change performance without changing the instructional core. The relationship of the teacher and the student in the presence of content must be at the centre.

“You don’t change
performance without
changing the instructional
core. The relationship
of the teacher and the
student in the presence
of content must be at the
centre of all effects to
improve performance.”
(Elmore 2007)
e5 Instructional Model
DEECD page 7.
Embracing Instructional Rounds in a
Professional Learning Community
‘The definition of professional learning has been redefined in
the school context to embrace the way teachers go about their
work and the manner in which they view themselves as
professionals.
It is within this context of ongoing inquiry and reflection on
practice that the e5 Instructional Model and Instructional
Rounds reside. Professions have a practice. One in which there
is a defined knowledge base and a belief that working with
expert colleagues can actually inform and improve practice.
School principals endorsed the development of the e5
instructional model, as there was an identified need to build a
greater understanding of high quality teacher practice and to
confidently lead those conversations within their school
communities.
The Instructional Rounds process complements and
strengthens this work by engaging teachers, school leaders
and regional leaders in the development of a practice that
makes public their commitment to improving the quality of
teaching and learning in all classrooms.
Working alongside colleagues and reaching agreement
about the nature of the work to be undertaken and the
protocols that will inform interactions is evidence of a
professional culture. At the same time, learning to describe
what one sees happening in the classroom is influenced by
beliefs about how students learn and how teachers teach
effectively. The e5 instructional model provides the reference
point for those conversations.
Engaging in deliberate practise through Instructional Rounds
builds a knowledge base that informs practice and a culture
that embraces continuous improvement.
This is the culture that will replace:
 my
classroom with our classrooms,
 my students with our students
and
 my definition of effective teaching
with our shared view of high quality
instruction.’
Judy Petch
General Manager, School Improvement Division

‘Powerful learning relies on great
teaching practice. The professional
challenge for teachers and school
leaders is to strive for great practice in
great schools. By supporting each other,
by observing each other’s teaching, by
sharing our reflections about what works
and why, we can put good teaching in
the grasp of every teacher, and put it to
work for every student.’
Wayne Craig - Regional Director
INSTRUCTIONAL
ROUNDS
AT
MPHPS







Regional Network Leaders – Robert Brookes, Kerrie Simpson
Principal – Deborah Patterson
Assistant Principal – Val Brittain
Assistant Principal – Margaret Hart
Leading Teachers
- Nicole Di Marco
- Kirsten Bernet
- Ty Hoggins
- Trish Pace
- Senay Karaca
-Merle Burton
TPL Team – Sarah Brittain, Julie Armstrong, Melissa Corps
Invitation to neighbouring Principals,




Mill Park Heights Primary School is in an ongoing developed area in
Melbourne’s northern suburbs and located in the City of Whittlesea. The school,
originally designed for a long-term enrolment of 430 students, had its peak
enrolment of 1,115 students in 2002. In 2010, the enrolment is 1024.
The school is a multicultural community with some 51 different cultures and has
a number of economically disadvantaged students. The school is student and
curriculum focussed. It strives for and encourages maximum achievement in all
areas of teaching and learning, student wellbeing and administration. The total
staff is 85.
Professional development is considered vital for growth and development for
the future. It is a team oriented and friendly organisation where people are
welcomed and valued. Parents are encouraged to participate as much as they
can in their children’s educational development. The school aims for its students
to develop as responsible, self-motivated and resilient learners and citizens. It
pursues this objective through presenting carefully planned and targeted
programs that are designed to meet the needs of all students.
A genuine commitment has been made to the Blueprint for Victorian
Government Schools with a current emphasis on Flagship Strategy 1 – Student
Learning. The school team works toward achieving learning outcomes based on
the Victorian Essential Learning Standards and the Principles of Learning and
Teaching.
A Change in Culture
The MPH School Directions Team together
with RNLs, Local Principals and the
experience of the Teacher Professional
Leave Team will form the Instructional
Rounds Action team.
 Each team of 3 or 4 members will complete
four 20 – 25 minute visitations across the
school to gather data using the e5
Instructional Model template
 The Cheryl Doig model for the organisation
of Instructional Rounds will be used.

Instructional Rounds?
Impact on
Teacher Learning
Impact on
Student Learning
Trends for the
Future of Learning
FORM
FOCUS
FOOTWORK
FOLLOW UP
FUTURE
Instructional
Round Action
Team meets to
discuss the
following
questions.
Instructional Round
Action Team brings e5
common language to
the table to develop
shared
understandings.
Instructional Rounds
Action Team completes
Instructional Rounds.
Instructional
Rounds Action
Team meets to
discuss and
review the data
Instructional Rounds Action
Team outlines a clear vision
for the future of the school,
puts strategies in place to
support the vision and
clearly communicates it to
all staff.
Are we ready for
Instructional
Rounds?
What will we focus
on?
Gather data - look,
ask and listen
Have we
collated the
information
needed?
So what?
How will we
develop these in
our school?
Why is it so important to
us at this time?
Are we maintaining
the agreed focus?
What themes,
questions and
reflections
emerge?
How will we use this
information?
What are our
protocols?
How will we collect the
data?
What does this
mean?
How does this
challenge us to move our
learning forward?
What are the
constraints?
Are we ready for Instructional Rounds?

2010 has seen MPHPS emerge into a successful professional
learning community. A culture of sharing and trust has been
established with the introduction of Professional Learning
Walks throughout the school.
How will we develop these in our school?

This document together with further collaboration from the
SDT will enable MPHPS to have a shared vision for
Instructional Rounds.
What are our protocols?





Visitors must adhere to the focus of the walk
Visitors must refrain from making any judgemental comments
Visitors should not speak to one another whilst in the
classroom
Individual observation templates must be shredded on
completion of the Post Walk Discussion
Information is not to be used for staff Performance and
Development Reviews

Each classroom visit will be 20 -25 minutes

To gain a snapshot of common practices at the school
the team will observe and record using the e5 prompts
and the following questions
- What teachers are doing and saying
- What students are doing and saying
- What is the nature of the task

The team may talk to and ask questions of students,
using the e5 prompts or questions below, but should not
disrupt the class
- What are you doing?
- What do you do if you get stuck?
- How do you know if what you are doing is of a high quality?
- What will you know after doing the task that you may not have known before?
What will we focus on?
 The Instructional Rounds will use the 2010 AIP focus ‘Provide a high
quality teaching and learning program targeted to student needs and
create learning environments that encompass high expectations of
student learning’ . Teacher practice will be analysed and discussed
through the use of the common language provided by the e5
Instructional Model.
Why is it so important to us at this time?

If we increase teacher knowledge about high quality
instruction and generate a shared view of effective
practice, then we will improve teacher capacity to
translate that knowledge into effective practice for every
student in every classroom.
How will we collect the data?
Use of the e5 Instructional Rounds template
What are the constraints?
Principle 4: Standards for teaching practice matter.



Standards for teaching practice provide
benchmarks that support insightful, constructive
and productive conversations between all
members of a school community.
The e5 Instructional Model provides both
standards for teaching practice and a common
language for teachers. A common language
supports professional learning, makes it easier to
share excellent practice, and underpins
productive collaboration and disciplined,
evidence-based innovation across schools.
The e5 Instructional Model implies that teachers,
in keeping with their professional ethics, are
bound to adopt evidence-based teaching
practice.
•
Studying classroom practice
increases the focus on student
learning
•
Make space and time for ‘deep
learning’ and teacher enquiry
BRINGING IT ALL TOGETHER
AT MPHPS
e5, PoLT, 12 Theory of Action Principles and Guiding Principles of Literacy Lessons -AIZ
e5 domains
e5 Capabilities
Generic Explanation
PoLT
12 Theory of Action Principles
Theories of Action Mill Park PS
Guiding Principles – AIZ
engage
Develops Shared Norms
I foster positive relations with and between students and develop
shared expectations for learning and interacting
1.1 - The teacher builds positive relationships through knowing
and valuing each student
1.2 - The teacher promotes a culture of value and respect for
individuals and their communities
1.3 - Teaching strategies promote students’ self-confidence and
willingness to take risks with their learning
2.2 - The teacher uses strategies that build skills required for
productive collaboration
When the level of expectation of student learning is clear and high
and relationships respectful, then the students are more likely to
be more independent, resourceful, collaborative risk takers.
When teachers exercise a high level of classroom management
skill (closed questions, application of rules, equipment readily
available, expected behaviours) then a more orderly environment
ensues.
When positive reinforcement is concretely related to a particular
aspect of student skill and learning behaviour then student
performance is positively affected.
Established classroom norms for working.
Determines Readiness for Learning
Generic Explanation
PoLT
12 Theory of Action Principles
Theories of Action Mill Park PS
Guiding Principles – AIZ
I stimulate interest and curiosity, promote
questioning and connect learning to real
world experiences.
I structure tasks, elicit students’ prior knowledge and support
them to make connections to past learning experiences.
1.4 - Each student experiences success through structured
support, the valuing of effort, and recognition of their work
2.1 - The teacher encourages and supports students to take
responsibility for their learning
3.1 - Teaching strategies are flexible and responsive to the
values, needs and interests of individual students
3.3 - The teacher builds on students’ prior experiences,
knowledge and skills
When there is a strong sense of narrative about the lesson, then
the pacing, student engagement and connection to the learning,
are all enhanced.
Explicit vocabulary & getting knowledge ready incorporated into
every lesson
Formal structure for every lesson
Generic Explanation
PoLT
12 Theory of Action Principles
Theories of Action Mill Park PS
Guiding Principles – AIZ
Generic Explanation
PoLT
12 Theory of Action Principles
Theories of Action Mill Park PS
Guiding Principles – AIZ
explore
Prompts Inquiry
I present challenging tasks to support students to generate and
investigate questions, gather relevant information and develop
ideas.
1.3 - Teaching strategies promote students’ self-confidence and
willingness to take risks with their learning
4.4 - The teacher uses strategies that challenge and support
students to question and reflect
When the school commits to an inquiry oriented approach to
pedagogy, then a higher level of learning (and engagement) is
likely to occur.
When the teacher asks and persists in asking higher order
questions, the level of student engagement and understanding
deepens
explain
Presents New Content
I provide opportunities for students to demonstrate their current
level of understanding through verbal and non-verbal means.
I explicitly teach relevant knowledge concepts and skills.
I represent this content in multiple ways.
3.2 - The teacher utilises a range of teaching strategies that
support different ways of thinking and learning
3.3 - The teacher builds on students’ prior experiences,
knowledge and skills
3.4 - The teacher capitalises on students’ experience of a
technology rich world
6.3 - The teacher uses technologies in ways that reflect
professional and community practices
Explicit purpose for every lesson Explicit vocabulary & getting
knowledge ready incorporated into every lesson
elaborate
Facilitates Substantive Conversations
I engage students in dialogue, continuously extending and
refining their understanding.
I support my students to create and test hypotheses and to make
and justify decisions.
3.3 - The teacher builds on students’ prior experiences,
knowledge and skills
4.2 - The teacher promotes substantive discussion of ideas
4.4 - The teacher uses strategies that challenge and support
students to question and reflect
When teachers use cooperative group structures to mediate
whole class instruction, then the engagement of all students
increases.
When positive reinforcement is concretely related to a particular
aspect of student skill and learning behaviour then student
performance is positively affected.
evaluate
Assesses performance against standards
I support students to continuously refine and improve their work
using assessment criteria in preparation for a performance of
understanding.
I integrate evidence from each phase, formally recording my
students’ progress against learning goals.
5.2 The teacher ensures that students receive frequent
constructive feedback that supports further learning
5.3 - The teacher makes assessment criteria explicit
5.5 - The teacher uses evidence from assessment to inform
planning and teaching
When students have descriptors (criteria, assessment rubrics etc)
about the outcomes expected then they are able to work more
effectively and independently.
When classroom rubrics and displays are well articulated and
referred to, the richer the potential for student learning and
autonomy
Structures Inquiry
I provide tools and procedures for students to organise
information and ideas.
I identify students’ conceptions and challenge misconceptions.
I assist students to expand their perspectives and reflect on their
learning.
4.5 - The teacher uses strategies to develop investigating and
problem solving skills
4.6 - The teacher uses strategies to foster imagination and
creativity
When learning groups are purposefully established (e.g. group
skills are developed, group membership is differentiated, the
learning tasks are clear and the teacher’s role clearly articulated),
then the higher the level of engagement and outcome for all
students.
When classroom rubrics and displays are well articulated and
referred to, the richer the potential for student learning and
autonomy
Develops Language and Literacy
Cultivates Higher Order Thinking
I support students to identify and define relationships between
concepts and to generate principles or rules.
I select contexts from familiar to unfamiliar, which progressively
build my students’ ability to transfer and generalise their
learning.
1.3 - Teaching strategies promote students’ self-confidence and
willingness to take risks with their learning
3.2 - The teacher utilises a range of teaching strategies that
support different ways of thinking and learning
4.1 - Teaching sequences promote sustained learning that builds
over time and emphasises connections between ideas
4.3 - The teacher emphasises the quality of learning with high
expectations of achievement
4.5 - The teacher uses strategies to develop investigating and
problem solving skills
When the teacher asks and persists in asking higher order
questions, the level of student engagement and understanding
deepens
When a school espouses or articulates an explicit theory of
learning (scaffolding,HOTs,ZPD) then the level of student
autonomy and depth in thinking increases.
Students working at tasks beyond their current levels of thinking
(differentiated tasks)
Establishes Learning Goals
Maintains Session Momentum
Strengthens Connections
Monitors Progress
I present a purpose for learning, determining challenging learning I am mindful of the learning requirements of the task, attentive to I provide learning opportunities, discussions and focused
I monitor student understanding, providing explicit feedback, and
student responses and intervene accordingly.
goals and make assessment and performance requirements
questioning during reflection time to support them to make
adjusting instruction accordingly.
clear.
2.1 - The teacher encourages and supports students to take
connections to both new and past learning experiences.
5.2 - The teacher ensures that students receive frequent
5.2 - The teacher ensures that students receive frequent
responsibility for their learning
4.1 - Teaching sequences promote sustained learning that builds constructive feedback that supports further learning
constructive feedback that supports further learning
4.1 - Teaching sequences promote sustained learning that builds over time and emphasises connections between ideas
5.5 - The teacher uses evidence from assessment to inform
5.3 - The teacher makes assessment criteria explicit
over time and emphasises connections between ideas
4.2 - The teacher promotes substantive discussion of ideas
planning and teaching
When the teacher is explicit about the learning objectives and
When there is a strong sense of narrative about the lesson, then 5.2 - The teacher ensures that students receive frequent
Teachers communicating high expectations and using purposeful
summarises the outcomes, then students will have a stronger
the pacing, student engagement and connection to the learning, constructive feedback that supports further learning
feedback
sense of learning and purpose.
are all enhanced.
6.1 - The teacher supports students to engage with contemporary The broader the range of techniques (eye contact, using students
When students have descriptors (criteria, assessment rubrics etc) Time on task is purposeful & maximised
knowledge and practice
names, monitoring body language, selecting student responses)
about the outcomes expected then they are able to work more
6.2 - The teacher plans for students to interact with local and
the teachers use to monitor progress and participation then the
higher the level of student engagement and learning.
effectively and independently. When classroom rubrics and
broader communities
displays are well articulated and referred to, the richer the
6.3 - The teacher uses technologies in ways that reflect
potential for student learning and autonomy
professional and community practices
When there is a strong sense of narrative about the lesson, then
the pacing, student engagement and connection to the learning,
are all enhanced.
Develops Metacognitive Capacity
I assist students to consider and identify processes that will
support the achievement of the learning goals
1.3 - Teaching strategies promote students’ self-confidence and
willingness to take risks with their learning
2.1 - The teacher encourages and supports students to take
responsibility for their learning
3.2 - The
teacher utilises a range of teaching strategies that support
different ways of thinking and learning
5.3 - The teacher makes assessment criteria explicit
5.4 Assessment practices encourage reflection and self assessment
When the teacher asks and persists in asking higher order
questions, the level of student engagement and understanding
deepens
When a child is encouraged to reflect upon their own learning
then there is more opportunity to consolidate and extend their
learning
.
Facilitates Student self assessment
I provide feedback and assist my students to evaluate their
progress and achievements.
I support my students to reflect on their learning processes and
the impact of effort on achievement.
5.3 - The teacher makes assessment criteria explicit
5.4 - Assessment practices encourage reflection and self
assessment
5.5 - The teacher uses evidence from assessment to inform
planning and teaching
When students have descriptors (criteria, assessment rubrics etc)
about the outcomes expected then they are able to work more
effectively and independently.
When a child is encouraged to reflect upon their own learning
then there is more opportunity to consolidate and extend their
learning
When classroom rubrics and displays are well articulated and
referred to, the richer the potential for student learning and
autonomy
I explicitly teach the language of the lesson and provide a variety
of opportunities for students to use these new skills in context.
4.5 - The teacher uses strategies to develop investigating and
problem solving skills
Explicit vocabulary & getting knowledge ready incorporated into
every lesson
When classroom rubrics and displays are well articulated and
referred to, the richer the potential for student learning and
autonomy
“The challenge
for most people
is staying in the
descriptive mode…
The best remedy
for this is practice,
practice, practice…”
Instructional Rounds in Education.
City, Elmore, Firaman & Teitel, 2009, p97.
Gather data - look, ask and listen
Utilise the e5 Instructional Rounds template as
a tool to gather data.

Are we maintaining the agreed focus?
Continue to stay in the descriptive mode and
use the tools and question prompts
provided.

The Data
Gathering Process
Once the focus is determined
the data collection tools will
need to be agreed to. It is
important to remember that
the data can be collected in
a number of broad ways.
1) What can you see in the
Learning Environment? ie
wall displays, artefacts,
learning examples etc
2) What the teacher is doing
and saying
3) What the students are
doing and saying
4) What is the nature of the
task?
Remember . . .

Have we collated the information
needed?

What themes, questions and reflections
emerge?

What does this mean?

So what?

How will we use this information?

How does this challenge us to move our
learning forward?
•The SDT share their expertise and experience
to plan strategies for further development of
Teacher Practice. They structure the
strategies to provide guidance for
implementation for next week, next month
and next year.
•These strategies form part of the new AIP
and are clearly outlined and articulated to all
staff.
•PLTs articulate supportive goals to scaffold
the learning required at each team level.
Instructional Rounds are not a one off fix to
solve a Problem of Practice within a school
 They need to be embedded into the
culture of Professional Learning of the
school and must occur regularly to revisit
and refine the school focus.
 I recommend Instructional Rounds occur
once a term starting from Term 4, 2010 (to
allow the SDT to plan strategy for 2011) and
then once per term throughout 2011 to
continually reflect upon teacher practice.


It is important that all levels of the
education system – classrooms, schools,
networks, regions and central agencies –
collaborate to improve student
achievement. Evidence-based teaching
practice is best implemented through
collaborating with other teachers. Good
schools balance collaboration, teacher
autonomy and accountability.
What we want for our
children, we should
also want for their
teachers – that
schools be places of
learning for both of
them and that such
learning be suffused
with excitement,
passion, challenge,
creativity and joy.
Professor Andy Hargreaves, Lynch School of
Education, Boston College.











e5 Manual
Instructional Rounds
Loddon Mallee Region – Learning Walks
Mill Park PS - Instructional Rounds
Instructional Rounds in Education, Elizabeth A. City,
Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel,
foreword by Andrew Lachman
Instructional Rounds – Barwon,South Western Approach
Powerful Learning
Powerful Learning and Teaching. Professor David Hopkins
http://thinkbeyond.co.nz
Talking the Walk: Walking the Talk - Introducing Learning
Walks, Cheryl Doing, 2009
Guiding Principles of all Literacy Lessons - AIZ