On Wednesday, the Leadership Team completed our first set of instructional rounds for the 2014-2015 school year. After completing the rounds and collecting and synthesizing data, I had a few “takeaways” that I wanted to share with everyone. When we complete the rounds, our focus is collecting evidence on what we have identified as our “look-fors.” As with the past rounds, our look-fors were what the teachers were doing and saying and what the students were doing and saying. The Leadership Team decided to add what formative assessments were being used as well. Once we had completed the rounds the data was sorted by student actions, teacher actions and formative assessments.
The first takeaway I had was the variety of actions we had in each group. When we completed the rounds for the first time last fall, there were two or three columns of actions in each group. This time, there were at least 5 columns in each group. What does this mean? This is evidence that our students are being exposed to a variety of instructional strategies and learning experiences throughout the course of a day. Before, the evidence suggested that even though what students were being taught varied, the method in which it was delivered was the same from hour to hour.
The second takeaway that I noticed after synthesizing the data was that students are being formatively assessed in variety of methods and given timely feedback. I was able to observe a couple of classrooms in which each student in the class was given some manner of feedback on the work that they had completed. Because these students were provided direct and timely feedback, their levels of engagement were where every student’s should be. Like I mentioned above, it has been great to see how teachers are differentiating their instruction and activities to increase student engagement. I am continually impressed with the level of instruction that occurs in our building and greatly appreciate the efforts of the teachers in are building towards increasing student achievement.
The first takeaway I had was the variety of actions we had in each group. When we completed the rounds for the first time last fall, there were two or three columns of actions in each group. This time, there were at least 5 columns in each group. What does this mean? This is evidence that our students are being exposed to a variety of instructional strategies and learning experiences throughout the course of a day. Before, the evidence suggested that even though what students were being taught varied, the method in which it was delivered was the same from hour to hour.
The second takeaway that I noticed after synthesizing the data was that students are being formatively assessed in variety of methods and given timely feedback. I was able to observe a couple of classrooms in which each student in the class was given some manner of feedback on the work that they had completed. Because these students were provided direct and timely feedback, their levels of engagement were where every student’s should be. Like I mentioned above, it has been great to see how teachers are differentiating their instruction and activities to increase student engagement. I am continually impressed with the level of instruction that occurs in our building and greatly appreciate the efforts of the teachers in are building towards increasing student achievement.