Instructional Rounds
What is the purpose and key elements of Instructional Rounds?
- The teacher in the classroom is not the focus (not individual based)
- The practice across the school is the focus, it's a collective approach
- How can we record non-judgmental observations?
- Using the observations to direct next steps across the school
- The main learners in IR are the observers, as opposed to IC where the teacher is generally the learner
- There is a focus question that is being observed, we are driven by a 'Problem of Practice'
- An emphasis on 'we' and group accountability
- Looking at the students and how content/activities are being differentiated
- When you are gathering evidence it is most helpful when it's descriptive
- We believe it is an analytical process with quite strict protocols
- Everyone has a role when they are observing, it is very explicit
- When you're being observed, only one person is actually listening to you (as a teacher)
- It promotes excitement about our teaching practice and sparks new ideas
- AITSL - ‘how to guide’
- Learning from Instructional Rounds - Educational Leadership
- Improving Teaching and Learning through Instructional Rounds - Harvard Educational Letter
- The Art & Science of Teaching / Making the Most of Instructional Rounds Robert J. Marzano
- School-Based Instructional Rounds Tackling problems of practice with teachers BY LEE TEITEL
- The teacher in the classroom is not the focus (not individual based)
- The practice across the school is the focus, it's a collective approach
- How can we record non-judgmental observations?
- Using the observations to direct next steps across the school
- The main learners in IR are the observers, as opposed to IC where the teacher is generally the learner
- There is a focus question that is being observed, we are driven by a 'Problem of Practice'
- An emphasis on 'we' and group accountability
- Looking at the students and how content/activities are being differentiated
- When you are gathering evidence it is most helpful when it's descriptive
- We believe it is an analytical process with quite strict protocols
- Everyone has a role when they are observing, it is very explicit
- When you're being observed, only one person is actually listening to you (as a teacher)
- It promotes excitement about our teaching practice and sparks new ideas
