Instructional Rounds Learning Networks Introduction to Heartland Curriculum

Instructional Rounds Learning Networks Introduction to Heartland Curriculum Network

Instructional Rounds in Iowa • AEA Chief Administrators initiated • Supported by SAI and Wallace • Facilitators trained by Richard Elmore and Harvard team • Superintendent Networks currently in each AEA

What is a Learning Network? It is… • A professional learning opportunity for leaders • A learning community • A method to examine the system • “Like a site visit from your friends. ” Wulf 2007 It is not… • “Sit and get” professional learning • Learning in isolation • Evaluation of teachers or principals

Purpose of Instructional Rounds • Build skills of network members by coming to a common understanding of effective practice and how to support it. • Support instructional improvement at the host site by sharing what the network learns and building skills at the local level City, Elmore, Fairman, Tietel (In press)

“It should be the obligation of the profession to create the learning environments in the practice world that make it possible for people to get systematically better at teaching. We have paid a high price for begin casual about how to organize for high quality instruction. ” -Elmore

“I believe that it is essential that senior leaders first make deep changes in themselves before they expect changes in others. ” - Dennis Sparks Executive Director National Staff Development Council

How does a network use the medical rounds process to learn about teaching & learning?

It is not just about observing teaching, it is about observing learning.

Focus on the Students

Objective Not Evaluative

Objective Evaluative n Teacher asked, “What were some of the impacts of WWII on American families? ” n The teacher asked a good question about families during WWII. n The student responded by saying “Many families were split up. ” n Some students didn’t respond because they didn’t understand the question. n The teacher told the students to find three internet sources on WWII. n The students didn’t seem engaged.

Fine Grain Not Boulder Sized?

Fine Grain Boulder Sized? n Teacher asked, “What were some of the impacts of WWII on American families? ” n The student responded by saying “Many families were split up. ” n The teacher told the students to find three internet sources on WWII. n Teacher asked, a question about WWII n Many students responded n The students worked on computers

Instructional Rounds Process q Problem of Practice q Observation Debrief q Next Level of Work q Implement and Support the Next Level of Work (share data, take action, learn more)

“I have learned that the culture of school can’t change unless the culture of leadership changes. ”

“I now understand that good math instruction involves the collaboration of the staff to engage in observation and discussion regarding what good instruction should look like. …I’m excited to do this work with my faculty. ” 16

“[We are] more trusting; more honest; more willing to admit what we don’t know; better listeners; more knowledgeable about quality math instruction. ”

I do a lot to keep on growing, but this network has been the strongest influence on my evolution as a district leader. When I’m with the network, I can be more vulnerable and more open to learning. Bob Villonova - Conneticut Supt of the Year

Why Would I Want to Be in a Network? • Move student achievement in your district. • Help create a “professional practice” for district leadership. • Personal professional growth: Learning new strategies from schools and cutting-edge practices from Elmore’s work. “We understand each others’ struggles better. We respect each others’ work more. We see “the work” as ours and not “mine” as a result of our network. ”

How Might We Explore a Network? • • • Listen to how it is working in one of our districts (Waukee) Start with a study of the book Consider the possibilities