Teacher Rounds: A Guide to Collaborative Learning in and From Practice

Teacher Rounds: A Guide to Collaborative Learning in and from Practice

Contents:

  • Stanford Libraries
  • See a Problem?
  • Rounds Process Puts Teachers In Charge of Learning
  • Teacher Rounds A Guide To Collaborative Learning In And From Practice
  • Learning Forward

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    Our 30 years of experience and research indicate that when facilitated study groups analyze the work of carefully selected students over…. Like many schools across the country, Peters K-3 Elementary School in Garden Grove, California, is committed to equity, social justice, and eliminating achievement and opportunity gaps. This combination transformed an…. A crosswalk demonstrating how they align will assist states and districts to see the similarities and accelerate the application of both.

    Stanford Libraries

    When Beth Brockman transitioned from being a school leader to a district leader for professional learning, she reached out to Learning Forward for connection and support. Sandeep Dutt is chairman of Learning Forward India, which he founded as an international affiliate of Learning Forward in He is a social entrepreneur, coach, consultant, and speaker focusing on school culture and school transformation.

    1. Teacher rounds : a guide to collaborative learning in and from practice in SearchWorks catalog.
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    Since , he has been chairman of the Bhadrajun Artisans Trust, which runs the Fabindia Schools Programme with the…. Highlights from the past year show strategic priorities in action.

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    Thanks for telling us about the problem. Please fill in a complete birthday Enter a valid birthday. Students will reason with numbers and make mathematically convincing arguments. They have identified a problem of practice, which they developed after agreeing that their math students lack persistence and perseverance in using mathematical discourse. We have many more that we'd like to share with you.

    These strategic priorities demonstrate how Learning Forward is responding to the needs of its members and stakeholders while also addressing issues in the field of education and professional learning. Teacher Rounds is based on these core assumptions about what it takes to create a culture of professional growth and learning: Teaching practice is best when it is public and collaborative.

    Teaching is strongest when teachers collect data and act on it rather than rely on intuitive judgments. Teachers who are self-reflective about their teaching are more effective teachers. Significant improvements in teaching practice occur slowly, in small steps. Development of teacher leadership improves instruction. The practice of Teacher Rounds is professional learning that embodies all of these assumptions. How To Implement Rounds 1. Lay the cultural groundwork.

    School leaders principal, assistant principal, deans, department chairs should regularly observe and give teachers explicit feedback that is focused on teacher growth. Make it clear that this feedback is not connected to evaluation. Talk with small groups of teachers about plans for Teacher Rounds, collect their concerns, and then address them as the plans for rounds develop.

    Who can serve as a Teacher Rounds group facilitator? Look for faculty who: Are respected by other faculty; Have skills in observing teaching; Have the temperament suited for a facilitator good listening skills, good social cognition, not overbearing, good collaborator, not afraid to push people gently ; and Understand that teacher leadership as exerted through Teacher Rounds facilitation is a delicate cultural process of balancing authority and collegiality. Choose the best candidates. The best candidates for Teacher Rounds are: Teachers who are willing to participate and desire to improve teaching practice; Teachers who have had satisfactory evaluations and are secure in their jobs; Those whose participation will reinforce the credibility of the process for administrators and other teachers.

    The figure at left illustrates the five stages of the Teacher Rounds process. STEP 2 The group develops its problem of practice: The group begins its work on the problem by investigating the following question: Possible areas of focus for the observers: How does the teacher model the use of high-level math vocabulary so students can use it independently when they explain their thinking? What procedures are in place to allow students to share their thinking? What conditions are present that foster a safe learning community?

    How is student communication encouraged and valued? The host teacher videos her class doing Number Talks. How I get students with a communication disability to express their thinking. How I can get students to commit to try new or different strategies.

    Teachers share their learnings: I want to emulate four quadrants a method of recording on the white board so students could see that there were differences among strategies. I want to emulate some of the language she used as students defended their answers or when a student realizes he or she made an error. There was no judgment in words or tone. I want to emulate the clarifying questions she asked.

    I learned that the kids seemed to be fine with the routine — fine with the expectation that they were not being recognized for the quality of a response. I want to emulate the pace of the lesson. The video is only about 7 minutes long and 20 out of 24 students answered. It felt brisk, but not rushed. I think there was enough time. At the end of the round, each teacher makes a commitment to make a change in practice. I commit to doing Number Talks with my own group and the lower group together. I want to facilitate so my students share air time.

    Instead of writing in quadrants and numbering the different strategies, I will ask students to name the strategy and record that. I will see if it works well. I want to do it in small groups before I do it as a whole class. STEP 5 The next Teacher Rounds meeting begins with records of practice that teachers bring to report on their commitments.

    Rounds Process Puts Teachers In Charge of Learning

    Continual Teacher Learning Successful schools — whether charter, traditional, or independent — have features in common: Engage in continuous improvement. Create alignment and accountability. Commits to collective improvement through observations, feedback, and targeted action.

    Teacher Labs: Making Professional Development Collaborative

    Adjusts and improves practice, holding all participants accountable for their work. Develop capacity for learning and leading. Advocate for professional learning. Create support systems and structures. Builds capacity of teachers to serve as facilitators.

    Teacher Rounds A Guide To Collaborative Learning In And From Practice

    Defines the role of facilitator; requires the skills of a teacher leader. Develops a culture in which teachers are willing to make their practice public and transparent.

    Creates collaborative structures for work with peers to support mutual learning through rounds. Prioritize human, fiscal, material, technology, and time resources.

    Learning Forward

    Teacher Rounds: A Guide to Collaborative Learning in and From Practice [ Thomas A. Del Prete] on www.farmersmarketmusic.com *FREE* shipping on qualifying offers. Teacher. Editorial Reviews. Review. “Teacher Rounds is one of the best ways to get teachers out of their Teacher Rounds: A Guide to Collaborative Learning in and From Practice 1st Edition, Kindle Edition. by Thomas A. Del Prete (Author).

    Uses internal resources by developing teachers to learn with and from each other.