Schoolwide+Rounds

GECHS School-wide Rounds, Fall 2011 Monday, March 26

GECHS School-wide Rounds Schedule, Spring 2011

__Time Host Guests__

12:00- 12:45 Paul Wier Kathy Allen

12:50- 1:35 Lori Puryear Sharron Scott, Kristen Baucom

2:30- 3:15 Jerry May Melinda Hicks

Pre-rounds—possibly before school or during common lunch (set up by host teacher) Post-rounds—after school or next day (set up by host teacher)

Please read one of these articles in preparation for pre-rounds, keeping in mind the guiding questions for discussion purposes: []

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Guiding Questions:
 * What is student engagement? What does a classroom of engaged learners look like?
 * How do we know if learners are engaged?
 * What is the difference between a compliant and an engaged learner?
 * How can we use the instructional strategies to build a rigorous learning environment for all students?



In-house Rounds

__What is the Rounds Model?__

The Clark University Teacher Education program and the University Park Campus School developed the Rounds Model based on medical school rounds in which interns and a teaching and a teaching doctor together visit patients, and review, discuss, and do research relevant to each case. At UPCS and Clark, this same process has been adapted for education where a teacher hosts an instructional coach or a group of visitors in his/her classroom and engages with them dialogue about student learning.

__How does the Rounds Model Work?__

The Rounds Model works in 3 parts.

Part 1 is //pre-rounds//, when the host teacher explains her plan for the class being observed. The discussion is centered on student learning goals, not teaching goals. The focus is are students learning.

This part of the process assists teachers with · planning their lessons · addressing standards · developing learning outcomes an assessments · writing student learning questions (sample questions are attached) focused on the implemented instructional strategy or academic behavior the teacher is trying to establish · deciding what data will be gathered during the lesson.

Part II is the //observation of student learning// where the observers cite evidence that answer the student learning questions. These observations do not focus on the teacher or evaluate the teacher. (During the pre-rounds the host teacher will suggest which ½ of their planning they wish to them to observe.

Part III is //post-rounds,// where observers give non-evaluative feedback, telling the host teacher what they saw, what they heard, and what they wonder about regarding student learning. Teachers and observers discuss the lesson and the information about the student learning questions and plan next steps.

__What are the benefits of the Rounds Model?__

This model helps to create a professional learning community of highly reflective teachers. It acknowledges and respects a teacher’s experience, and views adult learning, no less than that of students, as a continuous process. What distinguishes the rounds process from other professional development is that is occurs in the actual context of teaching and learning and is collaborative and reflective in nature; it represents a teacher’s willingness to open his classroom for input and inspiration. It also creates embedded opportunities for teachers to talk about student learning and teaching practice.