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Introduction to Instructional Rounds
Transcript of Introduction to Instructional Rounds
Problem of Practice
An unresolved question or dilemma of student learning.
What IR is not...
Critiquing the teacher
Part of the school improvement plans.
Is the focus of the work during the rounds.
District POP Focus
Telling others what you saw the teacher do during the observation.
What IR is...
1. Observing and taking notes on what the students are doing, what content the students are working with, and what instructional strategies are used to deliver the content.
2. Debriefing and analyzing what was seen in #1.
3. Synthesizing how to improve the problem of practice.
Teacher Commitment to the IR Process
Ongoing rounds once every 6-8 weeks throughout the year.
Reflect on own teaching in order to improve instruction.
Collaborate with peers to improve teaching and learning.
BE WILLING TO LEARN FROM OTHERS.
Action Research: a type of research oriented to enacting immediate changes in an educational setting. Its major goal is to find ways to change the lives of everyone involved in education for the better.
Are at least 80% of the students engaged in the curriculum?
Fowler-Finn, T. (2013). Leading instructional rounds in education: A facilitator's guide. Cambridge: Harvard Education Press..
Teaching Causes Learning
This seems so obvious but lately teaching has been the last focus of education, instead:
Shrinking school budgets
The authors of IR argue that the "instructional core" is the essential interaction between teacher, student, and content that creates the basis of learning.
Few people know much about what is going on inside a teacher's classroom.
There might be excellent teaching in one classroom and lackluster teaching right next door.
Most principals and superintendents lose touch with the classroom.
Richard Elmore began with PD for administrators on how to get into the classrooms everyday to re-familiarize themselves with the teaching environment. Each month the administrators would meet to discuss ways to improve the quality of instruction.
Elmore stated this process lacked rigor so he expanded the concept similar to the medical rounds used in teaching hospitals.
Group of teachers meet in the morning circulating around classrooms, observing the teaching and learning that is taking place.
In the afternoon, they debrief what they have seen.
Participating teachers go back to their own classrooms and reflect on their own teaching practices.