Exploring the Problems of Practice

What is a problem of practice? A problem of practice is an area that a school or school district identifies that focuses on the instructional core, is directly observable, is actionable, and connects to a broader strategy of improvement. Identifying a problem of practice is the first step and element of instructional rounds. After the problem of practice is identified, the theory of action, or the tentative solution to the issue, can be applied to begin addressing the problem.

Step 1: Identifying the Problem

• Does the problem focus on the instructional core?
• Is it observable?
• Is it within the school or district’s control and can be improved in real time?
• If acted on, will the problem make a significant difference for student learning?

The problem of practice is grounded in evidence such as data and dialogue. For example, a “hunch” that third-grade students are not applying what they are learning in math lessons is not grounded evidence. However, identifying that 70% of students did not pass the math section of the standardized tests last year is grounded evidence suitable to identify a problem of practice.

Step 2: Brainstorm

The school / school district should assemble a network to:

• Ask relevant questions concerning the problem of practice
• Develop objectives about mending the problem of practice

Let’s say there is still the issue of third-grade students not applying what they are learning in their math lessons. During this brainstorm, the network can ask questions such as:

• What kinds of tasks are students being asked to do during their math lessons?
• What will students know and be able to do as a result of the math lessons?
• What types of questions are students missing on the standardized test?

From these questions, the network can discern how the school or district needs to shape their objectives. So let’s say we find out that third-grade students are asked to do many sets of multiple choice math questions in class. These questions generally help them with elimination and estimation. And perhaps the math sections on the state standardized test that they are missing are mostly open-response.

From this brainstorm, the network will be able to create the school or district’s main objective: to have all third-grade students increase their level of performance on the math section of the state test.

To achieve this, the school will focus on one area of weakness as indicated by their analysis: open response math questions.

With the development of questions and objectives, the problem of practice is no longer just raw data and material but is beginning to take shape.

Step 3: Solidify

After a problem is developed and an objective is identified:

• Give the problem of practice time to simmer
• Reach out to the wider faculty for confirmation

Once a problem of practice is shaped and the brainstorm is finished, it is important for the school or district to give it some time before jumping into the theory of action. Ask important questions:

• Is the problem of practice narrow and focused enough?
• Does it feel relevant and meaningful?
• Is the problem of practice clear?

Have faculty look over it and give their opinion. Once the school or district is satisfied with the problem of practice, it is time to move on to the next element of instructional rounds, that is developing a theory of action.