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"Inside Out"

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To assist with strategic problem solving

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Focus on Problems of Practice to leverage school improvement.

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Focus on Problems of Practice to leverage school improvement.

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Improve areas of instruction.

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To address problems of instructional practice that, if solved (or improved upon), have the potential to positively impact student learning

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To support educators in applying best practices

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To better support schools and they're problems they're facing

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Engage students in learning and increase student outcomes

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Focus on providing support in effort to bring attention around a common problem of practice and intentionally solving this problem.

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Focused observations to give/get feedback on POP

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To support and help problems of practice at individual schools to improve outcomes.

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To support and help problems of practice at individual schools to improve outcomes.

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Invitation and Pre-meeting with Principal.

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Invitation and Pre-meeting with Principal.

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Classroom Observations
Debrief

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Observations and suggestions around current problem at school

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PD from the inside out.  Professional learning takes place in real time.

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Provide support and feedback of instructional practice.

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To improve and support instruction in our schools.

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To improve and support instruction in our schools.

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To improve and support instruction in our schools

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To improve and support instruction in our schools

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To support instruction and impact student achievement

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Teacher/Admin buy in
Follow up
Non-evaluative

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Identify problems of practice, support teachers with ins

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Identify problems of practice within our schools and district

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Identify problems of practice within our schools and district

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identify problems of practice within our schools and district

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identify problems of practice within our schools and district

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Collaborative problem-solving around instructional practice through observation.

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Identify problems of practice, decide what the look fors are, observe, debrief, and write prescriptions and comittment statements.

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Identify problems of practice, decide what the look fors are, observe, debrief, and write prescriptions and comittment statements.

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A prescription for the next level of work.

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A prescription for the next level of work.

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Focused observations on an agreed upon instructional issue coupled with feedback and a focused plan of intervention

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Provide PD within the context of the classroom.

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Observation, feedback and follow up

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Non evaluative

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Professional development activities, team problem solving, analysis of data

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Professional development activities, team problem solving, analysis of data

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Small team observational rounds of entire grade

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Small team observational rounds of entire grade

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Equal participation

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Every school has a problem of practice and we should see this as an opportunity for growth.

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Every school has a problem of practice and we should see this as an opportunity for growth.

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looking inside the classroom/school at problems of practice

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Instructional rounds to support and improve instruction and outcomes.

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Instructional rounds to support and improve instruction and outcomes.

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Inside - Outside

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Collaborative

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Collaborate and share ideas with teachers. Equal partners.

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establishing commitments to help support the "prescription" 

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establishing commitments to help support the "prescription" 

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Team approach with classroom observation and debrief

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Observation/feedback from within (small window)

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Observation/feedback from within (small window)

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Administration participation, not punitive, team approach

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teacher and principal buy-in and continued support in order to meet prescriptions

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focused support teams observing and conversations with teachers, team, and admin

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Collaborative approach to support correcting POP.

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Collaborative approach to support correcting POP.

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Observations, trends, conversations, expertise, collaboration for prescription.

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Commitment Statements
Team Approach
Focus on the identified PoP

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principals reach out for help and instructional rounds are set up

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principals reach out for help and instructional rounds are set up

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agreed upon prescription for problem of practice and ongoing support from team

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Do teachers understand this process before we come in?  Has all this been explained to them?

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Do teachers understand this process before we come in?  Has all this been explained to them?

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How

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All are equal. Voice and choice!

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How can we prevent overwhelming staff

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What are the expectations of principals to prepare teachers?

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What follow up is taken with the principal after the fact to ensure the prescriptions are "being filled"

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To build help build relationships between the central office and the schools by partnering with teachers and principals to help improve instruction.

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To build help build relationships between the central office and the schools by partnering with teachers and principals to help improve instruction.

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What are our next steps after repeated offers of support?

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Do principals have to reach out first or can the team recommend a school/team/grade level for an instructional round?

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Do principals have to reach out first or can the team recommend a school/team/grade level for an instructional round?

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Allow for high quality education for all students via high quality instruction through high quality educators.

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Engaging schools in this process where they are identifying where they are "stuck" and move past it as a collective efficacy.

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What we do...having initial conversation, identifying problem of practice, observing, drilling down to what next level of work will look like. End with commitment (team) to elevate instruction.

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Ts part of process from start to finish, including debrief.

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Provide schools with structure/guidance for taking ownership in school improvement as it relates to instruction

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Inclusive and collaborative opportunities to identify what isn’t working in the building

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Targeted support

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Be very intentional with follow up.

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looking for common themes to help us drive PD for the entire district

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looking for common themes to help us drive PD for the entire district