The process of rounds

Step 1: Take on roles

There are six roles:

1. Team leader/ time keeper.
2. Monitoring what students say and do.
3. Looking at student work/ the task.
4. Questioning students.
5. Recording classroom structures.
6. Monitoring what the teacher says and does.

Step 2: Observe classrooms

• Take notes about what you see or hear 
• Take photos if appropriate

Step 3: Describe what was observed (expand the vision of what is normally seen)

• Reflect on what was observed
• Select pieces of data (pieces of evidence)
  relevant to the problem of practice
• Share what has been selected

Step 4: Analyse the descriptions

• Group the data (evidence) in ways that is meaningful
• Look for patterns in the data and develop statements to describe these (eg 'questions with single word answers) and place examples under these
  headings
• May use an external framework such as Bloom's or content area goals to identify patterns

Step 5: Predict what learning was taking place

• Ask - 'If you were a student at this school and you did everything you were
  expected to do, what would you know and be able to do?' - ie what causes the
  learning we want to see?

Step 6: Evaluate and identify the next level of work

• Determine what resources and support will best meet the needs of teachers and
  leaders to move instruction to the next level
• Make suggestions about what the group should do 'next week', 'next month', by the end of the year - short and long term actions

Reference: City E.A., Elmore R.F., Fiarman S.E., Teitel L. 2009, Instructional Rounds in Education, Harvard Education Press, Cambridge, USA

Practising the skills

Work in groups. Each person take on one of the roles. 

Watch the video, observe what happens based on your role. Record observations not judgements.

Video 1

Share your observations with your group following the process described above. 
​
​Video 2

Repeat the process to refine your skills and understanding of Rounds.