The Elusiveness of Equity: Evolution of Instructional Rounds in a Superintendents Network

2017 ◽  
Vol 124 (1) ◽  
pp. 127-159 ◽  
Author(s):  
Rachel Roegman ◽  
David Allen ◽  
Thomas Hatch
Keyword(s):  
Instructional Rounds

Relationships, instruction, understandings: one district’s implementation of rounds

2015 ◽  
Vol 53 (5) ◽  
pp. 625-641 ◽  
Author(s):  
Rachel Roegman ◽  
Thomas Hatch ◽  
Kathryn Hill ◽  
Victoria S. Kniewel
Keyword(s):  
Design Methodology ◽  
Mixed Methods Study ◽  
Empirical Knowledge ◽  
Structured Interviews ◽  
Content Type ◽  
Building Administrators ◽  
Instructional Rounds ◽  
Shared Understandings ◽  
District Initiatives ◽  
Practical Implications

Purpose – The purpose of this paper is to show how instructional rounds contributes to shared understandings and facilitates the development of relationships among administrators. Design/methodology/approach – This mixed methods study draws on three years of data in a district engaged in rounds. Administrators annually completed a social network survey, which focussed on how often they interacted around instructional issues. Additionally, the authors conducted semi-structured interviews with a purposeful sample of administrators. Findings – Administrators have increased their participation in and understanding of instructional rounds, as well as their understanding of district initiatives. However, results are mixed when looking at the quantitative data. While the theory of rounds suggests that the process would lead to increased interactions, the authors found a statistically significant decrease. Research limitations/implications – Implications include examining rounds as part of a district’s set of formal and informal structures. Also, results suggest further examination of how turnover impacts networks. Finally, expanding the number of interviews may present a more mixed qualitative experience of rounds. Practical implications – As districts adopt initiatives based on observations, rounds can be used to support administrators’ growth in understanding these initiatives. Simultaneously, districts need to consider the purpose for both central office and building administrators and how those purposes align with protocols, norms, and practices they use. Originality/value – This paper advances the empirical knowledge on instructional rounds, which has been gaining popularity, though little empirical analysis exists of the process, how its theory of action is enacted, and how administrators experience rounds.

Playing Doctor with Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds

2012 ◽  
Vol 22 (5) ◽  
pp. 922-952 ◽  
Author(s):  
Rachel Roegman ◽  
Carolyn Riehl
Keyword(s):  
Patient Care ◽  
Professional Learning ◽  
Medical Community ◽  
Classroom Teaching ◽  
Instructional Rounds ◽  
Shared Norms

This article examines the literature on medical rounds to inform the recent move toward instructional rounds as a practice of districtwide improvement and professional learning for superintendents and administrators. Based on the practice of medical rounds as a method for creating shared norms and understandings about medicine and patient care, instructional rounds is a process in which networks of superintendents (and, increasingly, principals and teachers) observe and analyze classroom teaching to develop shared norms and understandings about instruction. Research on the practice of medical rounds highlights potential challenges for the medical community that also might apply to education: challenges of purpose, worldview, pedagogy, content, expertise, voice, and power/status. Understanding and addressing these challenges can inform the development of instructional rounds.

Leading instructional rounds in education: A facilitator’s guide

2014 ◽  
Vol 60 (2) ◽  
pp. 291-293
Author(s):  
Joe Terantino ◽  
Kristin Hoyt
Keyword(s):  
Instructional Rounds

Improvement routines: Research by and for practitioners

2021 ◽  
Vol 102 (7) ◽  
pp. 34-37
Author(s):  
Isobel Stevenson ◽  
Richard W. Lemons
Keyword(s):  
Research Evidence ◽  
Research And Practice ◽  
Instructional Rounds ◽  
Research Publications ◽  
K 12 ◽  
User Friendly ◽  
The Relationship ◽  
Improve Practice

The relationship between research and practice in K-12 is complicated and fraught. Research publications are unlikely to become more “user-friendly,” and teachers are unlikely to change their practice quickly or more willingly — nor should they. Recognize that reality, Isobel Stevenson and Richard Lemons explain that schools need to engage educators in improving practice in ways that incorporate research evidence but also value educators as creators of knowledge. One way of achieving that is improvement routines — a method for embedding repetitive examination and reflection into the business of schools and districts. Using instructional rounds as an example, the authors explain how to develop routines that have potential to improve practice and discuss some of the pitfalls to avoid when incorporating these routines.

Co-Development of Professional Practice at a Professional Development School through Instructional Rounds and Lesson Study

2016 ◽  
pp. 354-366
Author(s):  
Jennifer M. Suh ◽  
Lesley A. King ◽  
Andrea Weiss
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Clinical Faculty ◽  
Mathematics Methods ◽  
Clinical Model ◽  
Instructional Rounds ◽  
Elementary Teacher Candidates

This chapter examines the co-development of professional practices for both clinical faculty and teacher candidates at a Professional Development School through instructional rounds and lesson study. In particular, the authors highlight the nature of the transformative partnership of a collaborative network composed of two university teacher educators, a school-based site facilitator, and clinical faculty who co-designed and implemented a clinical model to enhance the teaching and learning of mathematics methods for elementary teacher candidates and faculty. The model of instructional rounds (City, Elmore, Fiarman, & Teitel, 2009) and lesson study (Lewis, 2002; Lewis, Perry, & Murata, 2006; Fernandez & Yoshida, 2004) were used in an elementary mathematics methods course at a Professional Development School to support teacher candidates in becoming reflective practitioners alongside clinical faculty. The chapter explores the following research questions: (1) In what ways did the targeted Instructional Rounds and Lesson Study impact the development of teacher candidates and clinical faculty's professional practice? (2) How does the co-development model for professional development enhance the transformative partnership at the Professional Development School?

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