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Why are we tying Instructional Rounds Process to HETLA?

Why are we tying Instructional Rounds Process to HETLA?. Many of you are familiar with IRP IRP has that strong focus on citing evidence and avoiding judgment during observation , description , analysis This activity provides an opportunity to

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Why are we tying Instructional Rounds Process to HETLA?

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  1. Why are we tying Instructional Rounds Process to HETLA? • Many of you are familiar with IRP • IRP has that strong focus on citing evidence and avoiding judgment during observation, description, analysis • This activity provides an opportunity to --think about how the IRP observation form can be adapted to HETLA; --practice using the IRP observation form; --think about how the IRP protocol (theory of action, problem of practice, observation, debrief, follow-up) can be internalized/adapted to observation

  2. Instructional Rounds Process Theory of Action Problem of Practice Observation of Practice (watch video) Observation Debrief (observe a group) -Describe -Analyze -Predict -Next Level of Work Follow-up with School/District

  3. Describe Part 1: Individual Work (5-10 minutes) -Read through your notes and * those most relevant to problem of practice (making sure to only * those that are evidence) -Select 5-10 most relevant/important and write each one on a sticky note

  4. Describe (continued) Part 2: Group Work -Each member shares his/her 5-10 pieces of evidence with others probing when necessary to assure evidence and avoid judgment -Guideline to consider: Each person speaks once before anyone speaks twice

  5. Analyze -Using chart paper cluster the sticky notes in a way that makes sense to your group (One piece of evidence can be a category of its own; pieces of evidence that belong in more than one category can be copied on another sticky note) -Label the clusters

  6. Analyze (continued) • Individually, consider the clusters and look for patterns. What are your questions? • Discuss the patterns and questions, noting variations as well as similarities. • Using chart paper, note the patterns.

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