Steps in the IR Process Part 2

Step 4: Observation Debrief - Collating "Street Data" to develop Findings

The observation debrief uses the observational data collected by network members in classrooms of the host school. Here the network teams discuss, analyse & summarise the patterns that emerge from the data. They look across all the data collected to

Describe what they saw,
Analyse the descriptive evidence to look for patterns across classrooms, and
Predict what students would learn
and develop a set of Findings for the host school.

As a result schools receive a summary of the patterns of behaviour observed across the school in relation to the problem of practice. The Findings are simple, declarative statements summarising the evidence from what network members observed in the classrooms. The Findings will be in the form of "street data" - fine-grained and unambiguous information that points to specific pointers for improvement. They show leaders what is actually happening in the interaction between teachers and students in the presence of content. They need to be framed in a way that has a bearing on what the school needs to know to improve learning in their classrooms

The processes in Step 4 also extend the professional learning process for all network members. It's when network members apply the theoretical understandings gained in step 2 to the complex activity that is teaching a class of students.

Click here to download the set of slides: debrief.pdf

TWO POWERFUL QUESTIONS

Whilst compiling the findings, network members also make predictions. Two powerful questions are used:

If you were a student in this class and did everything the teachers asked you to do, what would you now know and be able to do?
What one change to the lesson would enable the teaching and learning to be more effective?

Step 5: The Next Level of Work

Taking into account all the evidence, what do we now understand about what works best in this school and what needs improvement? How can this school focus its energy and resources to make progress on the problem of practice? What aspects of learning do students need to improve in; what new knowledge and skills might teachers need, how might schools support that learning?

This stage in the rounds is about drawing on the rich leadership skills of network members and strengthening them. The host school talks about the learning they have already done and the initiatives they have already taken that relate to the problem of practice. The network members ask increasingly focused questions to better understand the setting. A great resource for this is the booklet, "The Art of Powerful Questions". Then network members brainstorm options for the next level of work.

Rounds are a cyclical process of improvement that ties together each school's plan, professional learning focused on a problem of practice, data about what is happening in classrooms, and, at this final step, ideas from different perspectives about what might be the way forward. Click here to download the set of slides: recommendations.pdf

learning_from_instructional_rounds.pdf" A short article by Elizabeth City.

Additional Resources

art_of_powerful_questions.pdf A booklet for leaders to develop questions that hit lead to change.

summary_powerful_questions.pdf used by our network members