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sheldon reynolds

Round & Round | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...round-round

professional_development instructionalrounds

shared by sheldon reynolds on 08 Feb 14 - No Cached
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      we need to determine the focus areas for the rest of the year and set that as the focus of the rounds
  • Often people don’t know what high-quality teaching and learning is,” he says. “We’ll show a video of a class to district leaders and ask them to describe it or rate it. There’s usually no common understanding of what ‘good’ looks like.”
  • Administrators descend on classrooms with clipboards and checklists, caucus briefly in the hallway, and then deliver a set of simplistic messages about what needs fixing,” the authors write, and the fixing is usually the teacher. (It’s no wonder some teachers refer to these visits as “drive-bys.”)
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      I like how these model doesn't focus on giving the teacher feedback but rather reflection for the observer
  • ...14 more annotations...
  • personal from the practice — something Elmore says medical professionals do well, but not educators. “Educators . . . tend to confound and confuse the practice with the person,” he writes. “Indeed, for most educators, their practice is who they are.”
  • he and the other facilitators spend a lot of time at the beginning helping rounds participants understand that everyone involved — not just teachers
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      So does PD start with the concept of instructional rounds or the focus areas first
  • stress the importance of collecting meaningful, raw evidence when observing a classroom, and to do it without judgment
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      This is the what I see...
  • “There’s tremendous value in slowing down. We go in and watch a reading lesson. Normally the observers want right away to say, Wasn’t her approach fabulous? or, Oh! We use that book, too, instead of, What went on in there? How did that student learn?” she says. “Rounds is stopping to really try to understand those interactions.
  • “As educators, we have such different ideas of what effective teaching and learning is.”
  • training model — one that includes a shared language and a common sense of what’s effective — work for educators?
  • Once the group forms, they identify a problem that the school or district is struggling with, observe classrooms, debrief, and then focus on what needs to be done next.
  • These networks can be formed in one school
  • Here, a basic question is asked: What is the next level of work?
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      guiding question for the start of the next year!  Should be included in the SIP
  • ultimate goal, say the authors, is for the protocols and practices learned doing instructional rounds to become as much a part of the culture of education as they are a part of the culture in medicine.
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      End goal is that this apart of the culture of our school
  • roup-learning mentality — which centers on the idea that everyone involved is working on their practice
  • “School leaders started looking at each other as resources to learn and share ideas,”
  • great if we had a coherent, national model of what effective teaching is
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      We need to determine what effective teaching looks like at LMMS
  • It’s a practice, not a theory.
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