The Cycle of GradeLevel Learning Walks

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Toward Professional Learning Communities
The Cycle of Grade-Level Learning Walks
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Rationale
In the best interest of our students, we will
build a mutually respectful and authentically
collaborative culture, rooted in open and
inclusive decision-making and shared
leadership. -TELLS Mission
Statement
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Rationale
Educator Inquiry Educator Inquiry is the
systematic and purposeful questioning of that
educators practice and student
learning. Educator research is a method of
gaining insight from hindsight. It is a way of
formalizing the questioning and reflecting we, as
educators, engage in every day in an attempt to
improve student learning. (Paraphrased from
Brown, 1999)
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Rationale
PLCs, MASS Tells Mission Teacher Inquiry
1. Successful Process for Educator Empowerment
2. Systematic Approach to Improving Student
Learning
3. Honors Educators Experience Expertise
4. Provides Outlet for Educators Voices
5. Encourages Educator Leadership
6. Builds Authentic Connections between Educators
Students
7. Builds Capacity of Staff to Support One Another
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The Hub
Special Education Support Team
District Support Team
Grade Level Teams
Building Data Driven Literacy Team
Building Data Driven Math Team
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Connecting the Vision How Do Professional
Development Opportunities Align?
Math Data Teams return to schools able to analyze
data from several levels (e.g. district, school,
grade-level, individual student). In addition the
teams will know how to identify grade-level
trends and construct a plan that will address
areas in need of improvement. It is at the
individual student level that the Cycle of
Grade-Level Learning Walks begins.
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Foundational Structure to Support the Hub
40, 20, or 10 Hours Professional Development
District Support Teams
School Administrators Coaches
Data Driven Math ELA Teams
Grade Level Goals
Instructional Strategies
AFT, LTA Embedded PD (LTA Teachers and Mentors
Are Trained - 30 of LPS Staff)
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Cycle of Grade-Level Learning Walks
Analysis of Data Professional Discussion
Lesson Planning
Lesson Debriefing
Visitation Evidence Gathering
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Analysis of Individual Student Data Includes
Student Work, Teacher Observation Conferencing
along with standardized tests and other
assessment data (e.g. MEPA, MELA-O). Instructional
Strategy Research Development of
Intervention Development of Inquiry Question
(What happens when)
FOUNDATION
Analysis of Data Professional Discussion
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Guided by their inquiry question, readings, and
the expertise of both district and schoolbased
colleagues, grade-level teachers collaboratively
plan a lesson for students implementing the
intervention with particular attention to
addressing the learning needs of the targeted
student(s).
FOUNDATION
Lesson Planning
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FOUNDATION
One teacher volunteers to present the lesson with
grade-level colleagues present. Observers take
notes as to the evidence of student learning.
Visitation Evidence Gathering
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FOUNDATION
The team discusses the evidence gathered of
student(s) learning during the visitation. The
team then analyzes this data along with other
data sources (e.g. MEPA, MELA-O) to identify
patterns that help interpret findings. Through
this analysis and professional discussion the
team and focus teacher reflect on the
effectiveness of the intervention for student
learning.
Lesson Debriefing
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The Cycle Begins Again
Analysis of Data Professional Discussion
Lesson Planning
Lesson Debriefing
Visitation Evidence Gathering
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The Result
Professional Learning Communities A powerful
collaboration characterized by a systematic
process in which educators work together to
analyze and improve their classroom practice.
Educators work in teams and engage in an
ongoing cycle of questions that promote deep
team learning. This process, in turn, leads to
higher levels of student achievement.
(Paraphrased from Richard DuFour)
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Toward Professional Learning Communities
ROLES
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The Role of Grade Level Teams

• Grade-Level Teams of teachers who participate in
  the cycle
• Meet Regularly Before/During/After School
• Have Access to District and State PD Support
• Develop an Inquiry Question(s)
• Identify a Researched-Based Intervention for a
  Struggling Student
• Co-Plan a Lesson that Incorporates the
  Intervention
• Deliver or Observe the Co-Planned Lesson
• Reflect and Discuss the Evidence of Student
  Learning Observed During the Lesson
• Report Student Progress to the Principal
• Provide Feedback as to the Value of the Cycle

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The Role of Instructional Coaches

• Instructional Coaches participating in the cycle
• Attend the Grade-Level Team Meetings
  Before/During/After School
• Facilitate Communication with District and State
  for PD Support
• Participate in Grade-Level Team Discussions
• Collect and Forward Meeting Notes to Principal
• Assist in the Development an Inquiry Question(s)
• Facilitate Research (e.g. Locate Articles for
  Review, Provide Pertinent Data) to Support
  Teachers in Identifying Interventions.
• Co-plan a Lesson that Incorporates the
  Intervention
• Observe the Co-Planned Lesson
• Reflect Upon the Evidence of Student Learning
  Observed During the Lesson with Grade-Level Team
• Report Student Progress to the Principal
• Provide Feedback as to the Value of the Cycle

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The Role of School Leaders

• School Leaders participating in the cycle
• Attend (or Appoint Designee to Attend) Grade
  Level Team Meetings Before/During/After School
• Communicate Progress and Concerns to District and
  State
• Participate in Grade Level Team Discussions
• Review and Maintain Meeting Notes
• Assist in the Development an Inquiry Question(s)
• Review and Approve Inquiry Question(s) and
  Interventions to Ensure that Efforts are Aligned
  with USIP.
• Review and Maintain Lesson Plan Developed by
  Grade Level Team (Principal may also Co-plan the
  Lesson)
• Observe the Co-Planned Lesson
• Reflect Upon the Evidence of Student Learning
  Observed During Lesson with Grade-Level Team
• Review and Report Student Progress to the
  District and State
• Provide Feedback as to the Value of the Cycle

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The Role of District Teams

• District Teams participating in the cycle
• Support Grade Level Teams in Implementation of
  the Cycle
• Review Progress and Address Concerns of Grade
  Level Teams
• Participate in Grade Level Team Discussions
  Provide PD in Specialized Areas
• Review Meeting Notes
• Assist in the Development an Inquiry Question(s)
• Co-plan a Lesson that Incorporates the
  Intervention
• Share Lesson Plan Developed by Grade Level Teams
  with Colleagues Across the District
• Observe the Co-Planned Lesson
• Reflect Upon the Evidence of Student Learning
  Observed During the Lesson with Grade-Level Team
• Review Student Progress
• Provide Feedback as to the Value of the Cycle

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Toward Professional Learning Communities
The Cycle of Grade-Level Learning Walks