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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.
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