Denver City ISD

GARY DAVIS
SUPERINTENDENT

Office of Curriculum and Instruction

KRISTY KOSTELICH
CURRICULUM &
INSTRUCTION
DIRECTOR

501 Mustang
Avenue
KELLIE ADAMS
OPERATIONS &

Denver City, TX 79323

Office (806) 592-5904

Fax (806) 592-5909

Instructional Rounds Debriefing Guide

Norms for debriefing:
We honor the process.
We maintain confidentiality.
We focus on student learning.
We keep an open mind.
We are fully present.
We honor the voice of the schools and district.
We refrain from counting.
Reflecting upon our PoP, read through your notes. Put a star next to observations that
seem relevant to our PoP. Select ten pieces of data, and write each on an individual
sticky note.

PHASE 1 DESCRIPTION
What is the task? (verb, specific description, Blooms/Costas levels)

What are teachers doing and saying?

What are students doing and saying?

PHASE 2 ANALYSIS
As a qualitative researcher, examine the observation data and determine
patterns and trends evident in the data.
Step 1: Read through the data set you are analyzing. Record thoughts about what the
data is saying the trends and patterns that you see. When constructing your assertions
(claims about the trends in the data set), start with the word teachers, students, or
tasks.

Step 2: With your team members, share your assertions and clarify the language (this is
where great learning takes place).
Step 3: Identify specific evidence in the data set that supports your assertion. Be sure
that the evidence actually supports the assertion. Push back on evidence that is not
linked to the assertion (again, this is where great learning takes place).
Step 4: Without counting data (because this is not a comprehensive sample), discuss
whether the assertion was observed in few, some, many, or most of the teachers,
students, or tasks. You will need to have a consensus with your team.

Few

Some

Step 4
Few,
Some,
Many,
Most

teachers,
students, tasks

Example:
Few

tasks

Many

Step 1

Most

Step 2
Assertion based on
trend or pattern in
the data set
were designed for small
group or partner
learning.

All

Step 3
Evidence to support
assertion
3, 6, 10, 14 (based on our
trends)

PHASE 3 A DAY IN THE LIFE

1. If I was a student in this school on this day, and I did everything I was
expected to do, what would I KNOW?

2. If I was a student in this on this day, and I did everything I was expected
to do, what would I BE ABLE TO DO?

3. If I was a student in this school on this day, and I did everything I was
expected to do, what would I FEEL?

PHASE 4 RECOMMENDATIONS (Review the Problem of Practice

and make any recommendations to said PoP)
What trends are evident in the provocations? Which will impact student
learning the most?

Problem of Practice:

Theory of Action:

DEBRIEFING OF INSTRUCTIONAL ROUNDS

1. What was valuable about Instructional Rounds? What did I learn?

2. As a facilitator, it is important that I am a reflective practitioner. Please

help me to strengthen our practice by providing me with feedback. In
what ways can I improve the process?