School-Based Instructional Rounds: Improving Teaching and Learning Across Classrooms

In School-Based Instructional Rounds, Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds—one of the most innovative and powerful approaches to improving teaching and learning—has been taken up by districts across the country and around the world. Now Lee Teitel, an originator of this transformative practice, explores one of the most promising ways in which it is being adapted in the field: implementing instructional rounds networks within, rather than across, K–12 schools. In School-Based Instructional Rounds, Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Expanding rounds to include teachers, for instance, offers opportunities for a more direct connection to instructional improvement. Other areas of experimentation include increasing the frequency of visits, engaging participants across diverse roles, and modifying the structure or focus of rounds work. School-Based Instructional Rounds represents an invaluable resource for educators involved in instructional rounds. It marks a significant addition to the literature on this evolving practice.

Table of Contents:
Introduction 1 Part I Case Studies Chapter 1 Overview of Instructional Rounds Practice, Impact, and Philosophy Chapter 2 Nested rounds in a Rural District Killingly Memorial School Chapter 3 Stand-Alone Rounds in a K–12 Urban Charter School Pegasus School of Liberal Arts and Sciences Chapter 4 School-Based Rounds in a Midsize Urban District Akron Public Schools Chapter 5 Connecting School-Based Rounds to District Improvement Farmington Public Schools Chapter 6 Rounds Reconsidered in an Independent School Ballarat Clarendon College Part II Learning from School-Based Rounds Chapter 7 Shared Context, Immediacy, and Embeddedness School-Based Rounds and Improvement Chapter 8 Making Connections Tying Together Rounds and Other School Improvement Processes Chapter 9 Frequency, Professionalism, and Role Change School-Based Rounds and Cultural Shifts Conclusion Lessons for School-Based and Network Rounds Appendix Reflecting On, Improving, and Nesting Instructional Rounds Practice Notes Acknowledgments About The Author Index

About the Author :
Lee Teitel is a lecturer on education and director of the School Leadership Program at Harvard Graduate School of Education, USA. He is a coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press).

Review :
"School-Based Instructional Rounds"is a must-read for any educator who aspires to professionalize educator practice, create a culture of collaborative adult learning, connect strategic choices made at the district level to teaching and learning in classrooms, and improve learning at scale. Lee Teitel will stretch your thinking about rounds improvement, guide you to new insights, and help you see possibilities you had not envisioned. Bonnie Boothroy, director, Iowa Superintendents Instructional Rounds Networks, School Administrators of Iowa" This book is a valuable resource for anyone engaged in the practice of instructional rounds. Lee Teitel has artfully woven case studies together with the principles of instructional improvement to illustrate the power and perils of school-based rounds. It will help us reflect and improve on the rounds practice in our district. David Title, superintendent, Fairfield, CT Public Schools " With this groundbreaking book, Lee Teitel takes the exploration of instructional rounds to the next level. Using specific examples, he shows how to bring this approach to improvement into the hearts of schools and classrooms, advancing educators efforts to create a precise focus on the quality of instruction."School-Based Instructional Rounds"provides powerful improvement strategies, and at the same time raises key reflective questions for getting better at the rounds process. This insightful volume makes a huge contribution to advancing the stature and collective efficacy of the teaching profession. Michael Fullan, OC, OISE/University of Toronto "