Lower Valley Superintendents’ Network 14-15

Learning Walks: Protocols

What is good problem of practice?

  • Focuses on observable instructional practice
  • Connects to a larger problemof improvement in the system
  • Connects to measurable standards of performance
  • Provides guidance on the next level of work

Observation Protocol – I

  1. What is the teacher doing?
  2. What is the teacher saying and to whom?
  3. What are the students doing?
  4. What are the students saying and to whom?
  5. What student work is in evidence during the lesson? In the room?

Observation Protocol – II

  1. What evidence do you observe of teacher assessment of student work? What is the nature of that assessment?
  2. What evidence do you observe of teacher assessment of student work? What is the nature of the assessment?
  3. If the student were to accomplish the task set by the teacher, what would the student know and be able to do?
  4. What evidence dos you observe of whether and how students are accomplishing the task that the teacher sets for them? With what frequency in the classroom?

Observation Protocol – III

  1. Using a framework, like Bloom’s Taxonomy, how would you rate the level and frequency of academic work you observed in the classroom? (e.g., factual recall, procedure, inference, analysis, metacognition)
  2. Where is the locus of control over learning in the classroom? Is it primarily with the teacher? With students?
  3. What is the frequency of teacher talk, teacher-initiated questions, student-initiated questions, student-student interaction, student presentation of work?

Observation Cycle Steps – monthly classroom visits (Connecticut Model)

  • Shaping the “problem statement”;
  • Host superintendent – presents a “workup” of an instructional problem to the network drawing on: performance data; classroom work and observations, and own reflections.
  • Given to network members month prior to visit.

Preparing for the visit

  • Plan visit with building principal who is key in organizing the meeting
  • Develop one page background information on the school
  • Present problem statement to principal
  • Superintendent chooses school, Principal sets up classroom schedule

Observing and Debriefing

  • The following month, Superintendent Network visits school.
  • Groups of three or four observe multiple classrooms
  • Rotation < 20 minutes
  • Two teams observe each classroom at different times using simple protocol.
  • Reconvene for short briefing session before leaving school
  • Superintendent debriefs Principal
  • Principal debriefs teachers

Reflecting Collectively

  • The following month, Superintendent Network meet to
  • discuss their observations
  • develop a plan for next level of work in the district