Instructional Rounds

The last two days I have been attending a training on Instructional Rounds. Here are some of the main ideas of Instructional Rounds I have learned so far. The model provides a basic framework for how to intervene in the instructional process. This in turn has shown to improve the quality and level of student learning. There are seven principles described in the first chapter of Instructional Rounds in Education by Elizabeth City, Richard F. Elmore, Sarah E. Fairman, and Lee Teitel (2010) which guide in work with the instructional core. The instructional core consists of the student, teacher, and content. The authors note that when teacher level of knowledge and skill are increased, the level and complexity of content students received is increased, and we change to role of the student in the instructional process, student learning is improved. All three pieces are instrumental.
The goal of Instructional Rounds is not to provide feedback or evaluative data to teachers. Rather, the purpose is to compare instructional practices and to improve instruction. Rounds are conducted in groups (4-6) and focus areas are identified in advance. The members of the team record what the see/hear in 20 minute sessions per classroom. It is recommended the members go to four different classrooms during a campus visit. After observations, the team meets to debrief on recorded data. During the debrief, the members write analysis statements and short term targets and suggests next level of work to support short term targets or address future goals. This information is left with the campus principal to work with campus leadership to improve the instructional process on campus.