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The Instructional Journey

Dale W. Vigil, Ed.D


Interim Superintendent

September 22, 2010


09/23/10
Expected
Outcomes
Conceptual understanding of
instruction
Protocol for instructional
conversations
Common understanding of
vocabulary around instruction

09/23/10
Defining our Intent
Meaning is made in discourse.
With so many voices guiding instruction these
last ten years…
With so many variations on what their intent
and outcome was on instruction…

We now need time to co-construct and


calibrate our local district instructional
intent.
Building on our Instructional Work!

1998 – CA Standards Established


1999 – Critical Friends Protocols
2000 – Institute for Learning
2002 – Secondary Literacy Plan
2002 – Reading First
2003 – Instructional Guides & Periodic Assessments
2004 – Instructional Presence – Carol Rodgers
2005 – Designed Lessons
2005 – Small Learning Communities
2006 – Multiple Data Measures
2008 – Concept Lessons/Lesson Study
2008 – Response to Intervention with Coaches
2009 – Strategic Planning
2009 – Problem Solving and RtI2

09/23/10
Instructional
Core

09/23/10
09/23/10
Throughout the
local district we
saw a need to
collectively
understand how
to have
conversations
around
instruction. 09/23/10
Expected
Outcomes
Conceptual understanding of
instruction
Protocol for instructional
conversations
Common understanding of
vocabulary around instruction

09/23/10
Current Classroom
Observations
A process of applying:
our knowledge of content, teaching and learning
our experiences in teaching and observing
A mechanism for assessing:
quantity of practice
quality of practice
A protocol for:
judging
drawing conclusions
A technique that brings about isolation
What has framed our understanding?
Instructional
Conversations
Metapedag
ogy

How, What
and Why Narrative

09/23/10
Observation of Instruction
STANDARDS Establish the PURPOSE and RATIONALE of the
CALIFORNIA lesson
What is the factual, procedural, and/or
conceptual knowledge you are attempting to
teach? What opportunities develop
Guiding Principles

metacognitive knowledge?
Instruction

SYNTAX - the method of your instruction

See How do you explain and model the content of


the lesson? How did you enable guided or
Atten independent practice for the student to
internalize the content? How do you activate
d
prior knowledge throughout the lesson?
OUTCOME – students demonstrate evidence
What evidence is there that demonstrates
factual, procedural, and/or conceptual
understanding of the lesson by the student?
Can the students articulate how they acquired
their understanding of the knowledge?
Observation of Instruction
CRRE – instruction is contextualized through our beliefs, values,
experiences and language.
perspective

Challenge ourselves in instructional


Our own

conversations.
in instruction
perspectives
New

Throughout the teaching of a lesson we build more comprehensive


perspectives of the student, instruction and content.
CSTP - California Standards of
the Teaching Profession 2009
and Enhancing Professional
Practice
3b Using Questioning and Discussion Techniques

In “Distinguished Classrooms” you will observe:


Questions reflect high expectations and are culturally and
developmentally appropriate. Students formulate many of
the high-level questions and ensure that all voices are
heard.
Conversations Around
Classroom Instruction
Apply our understanding
Allow others to apply their understanding
Create new opportunities for teaching and learning
Transcend our biases
Suspend
Judgment
Position of authority
Fear of not knowing
Instructional
Conversations
“…(Teaching should be accompanied by a
reciprocal obligation to provide coherent
and useful guidance and support for
instructional practice.” Richard Elmore,
Instructional Rounds in Education (Harvard Ed.
Press, Cambridge, Mass. 2009)
Expected
Outcomes
Conceptual understanding of
instruction
Protocol for instructional
conversations
Common understanding of
vocabulary around instruction

09/23/10
Next Steps
Practice and apply the vocabulary in the
context of my own school site.

Initiate discussions around instruction that


look for purpose, syntax and student
outcomes.

Create opportunities to observe instruction


and practice having conversations around
the instruction.