Instructional Rounds: Observing Master Teachers

Instructional Rounds: Observing Master Teachers

Instructional rounds are akin to the rounds medical students make to learn more as they improve their practice.  Rounds are a way to learn from focused observations of new and veteran teachers in your content area and in other content areas.  To learn more about Instructional Rounds, read a brief introduction at http://hepg.org/document/98/ .

All teachers can benefit greatly from observing other teachers and by reflecting on that observation with peers, mentors, and administrators.  Below is a format I created for observing other teachers in my role as mentor, tailored especially for the beginning teacher (BT),  but easily customizable for veteran teachers.

The best teachers are lifelong learners who learn from one another in the real-world laboratory known as the classroom.

1.      Before you observe, please identify a specific area that you would like to focus on in your observation.  The problem of practice is an instructional problem that you want to solve in order to improve student learning.  Suggestions:

o   classroom management strategies

o   strategies for engaging and motivating students

o   how to handle  transitions

o   ways to get students to work together effectively

o   conveying the Common Core/Essential Standards objectives  to students and teaching these in the lesson

o   how to assess students’ learning

2.      When you observe, use the following questions and the attached form to note what occurs.  Remember to record descriptive rather than evaluative data. 

3.     After the observation, you will have a chance to debrief and reflect with your mentor and with a peer.  You are also encouraged to follow up with the teacher that you observed to ask any remaining questions.  In the follow-up meeting, you will

·  Describe what you observed in class

·  Analyze any patterns that emerge

·  Predict the kind of learning you might expect from the teaching they observed

·  Recommend the next level of work that could help you better achieve your desired goal
Read more: http://www.gse.harvard.edu/news-impact/2009/05/treating-the-instructional-core-education-rounds/#ixzz26kn7D61Y

4.     Your final step will be to decide how you will use what you have learned from the observation in your own practice.

This process is based on Harvard’s four-step process of Instructional Rounds.

from http://www.hepg.org/hel/article/157#home

During the Observation (the Instructional Round)

·       Take careful descriptive notes and to pay special attention to students and the tasks they are doing—not just what students are being asked to do, but what they are ­actually doing.

·       Ask for any handouts the teacher gives to students.

·       If you have time before or after the observation, speak with the host teacher.  Ask to see lesson plans.  Ask for any information that will help you frame/understand what you will or have observed.

Instructional Rounds Checklist (Use the following as a guide.  Make detailed notes on the pages that follow)

Issue	Present	Needed	N/A
Classroom Management
Attendance taken while students are working.
Students use practiced routines (hall passes, procedures for turning in work and answering questions, etc.)
Students are seated and ready to work when bell rings.
Students work until bell rings to end class.
Discipline interventions are quick, respectful, and effective.
Students are busy and focused.
Mutual Respect
Teacher calls students by name.
Teacher uses courtesies (please, thank you, etc.)
Students use courtesies to each other and teacher.
Teacher calls on all students.
Teacher gets into proximity (within arm’s reach) to all students
Teacher greets students at the door.
Teacher smiles at students.
Classroom has a positive atmosphere.
Students are given tools to assess/evaluate own work.
Student-developed questions are used as a part of instruction.
Grading/scoring is clear and easily understood.
Students ask for help from teacher.
Instruction
Lesson is tied to standard.
Checks for understanding used throughout the lesson.
Guided practice opportunities provided for students.
Student work/assignments are appropriate for the grade level.
Teachers use models during instruction.
Student work/assignments are differentiated.
Students work collaboratively with teacher and peers.
Differentiated Instruction
Discussion
Partnered activities
Group or team work
Lab
Learning centers
Recitation and drill
Lecture
Peer Tutoring
Role playing
Computer simulation
Games
Independent research
Inquiry/problem-based approach
Socratic
Dramatization
Computer-assistance
Manipulative/hands-on
Movement-based
Oral call and response
Step sheet
Planning and labeling sheet
Mental models
Visuals incorporated with oral instruction
Scaffolding
Contracts or project menus
Amount of repetition
Amount of guided practice

Checklists adapted from aha! Process, Inc. 2004 Ruby K. Payne

Date:	Observer:
Grade/room:	Teacher:
Subject/Time Period (start & finish)	Number of students:
Type of class            () Gen Ed       () Exceptional Children                () Limited English Proficiency    ()Other:	Lesson Objective:
Teacher Actions (Cause)	Impact on Student Learning (Effect)
Reflection:
Questions:

You may also be interested in this resource provided by the Council of Chief State School Officers' State Consortium on Educator Effectiveness.