Instructional rounds have been regarded among the best tools that institutions and districts can use to enhance collaboration as well as pedagogy skills for its teachers. Leading instructional rounds should ensure that the main focus is not to provide feedback to the teacher under observation. Rather, focus should remain on comparing the skills used in provision of instructions.
Participants stand to reap incredible benefits by participating in the observation and plenary debriefing. The reason you visit as a team is to capture as much as possible from the target teacher and also collect diverse views. The plenary debriefing session is used to report on individual observations and compare notes. When each teacher is making reflections on the day, he or she will also have learnt something.
It is advisable that each teacher joins the rounds at least once each semester. Leadership for the team should be left to a highly respectable and seasoned colleague. In fact, the responsibility should lie on an instructional coach or administrator. Since these are senior teachers, they should still maintain the intention as learning and not criticizing teachers under study.
The willingness of the teacher to be observed is critical for the success of this exercise. A volunteer is the best option because it means that he or she will be under no pressure to perform. However, several volunteers or a round robin is an option to enhance the capacity of the entire team and also learn from each other. It is understandable that teachers seek to learn from the best in the institution or district.
Maintain a small team when making the rounds. The number should be between 5 and 6 teachers. The students must be informed prior to the arrival of guests. You need to explain to them that other teachers or the strangers they will be receiving in class are also learning. They need to understand this because the presence of strangers is likely to affect their natural learning spirit.
Strangers or teachers getting into the class should cause the least disruption possible. If they make entry in between a lesson, they should avoid distracting the students. The best position is the peripheries where they do not interfere with teaching. Share the areas of observation to maximize the impact of your visit. One may observe interaction with students while the other focuses on use of learning materials.
The round should last between 10 and 15 minutes. This is sufficient time to make observations that will inform your decision making. There is no rubric where scores are entered. The main aim must remain to learn. You should therefore take notes and compare what you observe. Thank the teacher and student once your session is over and exit the class.
Keep observations made within the team. Even the comments participants will make during debriefing must remain within the group. The natural design of rounds is that even the teacher does not receive any feedback. However, some may ask for it. That is the only moment the feedback should be given. Pulse and Delta approach is preferred during evaluation because it helps you identify the strengths that can be emulated and weaknesses to be avoided.
Participants stand to reap incredible benefits by participating in the observation and plenary debriefing. The reason you visit as a team is to capture as much as possible from the target teacher and also collect diverse views. The plenary debriefing session is used to report on individual observations and compare notes. When each teacher is making reflections on the day, he or she will also have learnt something.
It is advisable that each teacher joins the rounds at least once each semester. Leadership for the team should be left to a highly respectable and seasoned colleague. In fact, the responsibility should lie on an instructional coach or administrator. Since these are senior teachers, they should still maintain the intention as learning and not criticizing teachers under study.
The willingness of the teacher to be observed is critical for the success of this exercise. A volunteer is the best option because it means that he or she will be under no pressure to perform. However, several volunteers or a round robin is an option to enhance the capacity of the entire team and also learn from each other. It is understandable that teachers seek to learn from the best in the institution or district.
Maintain a small team when making the rounds. The number should be between 5 and 6 teachers. The students must be informed prior to the arrival of guests. You need to explain to them that other teachers or the strangers they will be receiving in class are also learning. They need to understand this because the presence of strangers is likely to affect their natural learning spirit.
Strangers or teachers getting into the class should cause the least disruption possible. If they make entry in between a lesson, they should avoid distracting the students. The best position is the peripheries where they do not interfere with teaching. Share the areas of observation to maximize the impact of your visit. One may observe interaction with students while the other focuses on use of learning materials.
The round should last between 10 and 15 minutes. This is sufficient time to make observations that will inform your decision making. There is no rubric where scores are entered. The main aim must remain to learn. You should therefore take notes and compare what you observe. Thank the teacher and student once your session is over and exit the class.
Keep observations made within the team. Even the comments participants will make during debriefing must remain within the group. The natural design of rounds is that even the teacher does not receive any feedback. However, some may ask for it. That is the only moment the feedback should be given. Pulse and Delta approach is preferred during evaluation because it helps you identify the strengths that can be emulated and weaknesses to be avoided.
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