Education experts consider instructional rounds as one of the best tools to enhance the sharing of pedagogy skills and enhance collaboration among teachers in an institution or district. When leading instructional rounds, you focus should remain on learning instead of criticizing. In fact, you learn later that no feedback is given to the teacher under observation. Make observation and later compare the skills and methodologies used.
The benefits of participating in the exercise will be seen when the group holds a plenary session. Each participant learns something from the teacher who was under observation. There are elements that will escape your attention even when you are present. The discussion will highlight these elements and in the process bring them to the fore. Each teacher also benefits when he or she reflects on the issues observed and discussed while alone.
Education experts advise that each teacher participates in one round at least once a semester. The leader of the team should be a colleague who is highly respected and has a history of producing exemplary work. You can use the instructional coach who is seasoned in the industry. Administrators can also take the lead but the purpose must remain to learn other than criticize the teacher under observation.
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.
The rounds should be made by a considerably small team. Keep the number as low as 5 to 6 including the leader. Brief the students that they will receive guests and the intentions of the visit. When they know that these visitors will also be learning from them, they appreciate and respond positively. The session will be free of tension.
The entry and presence of observing teachers is designed to cause the least possible disruption and distraction to instructions. It is preferred that the teachers occupy the back of the class. They observe and take notes of what is happening, especially use of instructional materials and methods of delivery. The team may also share areas of observation so that one takes communication and others consider the use of teaching aids, among other concerns.
The duration of the session should be 10-15 minutes. A lot of observations can be made over the period. The duration also allows the class to continue with planned work. Do not give the teacher a score using rubrics. Note down observable elements and use these observations to make notes. At the end of your session, remember to thank the students and teacher as you exit.
Observations made are not shared with anyone else outside the group. The comments made during debriefing should not be shared with anyone who was not part of the team. The observed teacher is not supposed to receive any feedback unless he or she is interested. Use the Pulses and Delta method to so that positives are recognized and concerns raised about areas where improvements can be made.
The benefits of participating in the exercise will be seen when the group holds a plenary session. Each participant learns something from the teacher who was under observation. There are elements that will escape your attention even when you are present. The discussion will highlight these elements and in the process bring them to the fore. Each teacher also benefits when he or she reflects on the issues observed and discussed while alone.
Education experts advise that each teacher participates in one round at least once a semester. The leader of the team should be a colleague who is highly respected and has a history of producing exemplary work. You can use the instructional coach who is seasoned in the industry. Administrators can also take the lead but the purpose must remain to learn other than criticize the teacher under observation.
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.
The rounds should be made by a considerably small team. Keep the number as low as 5 to 6 including the leader. Brief the students that they will receive guests and the intentions of the visit. When they know that these visitors will also be learning from them, they appreciate and respond positively. The session will be free of tension.
The entry and presence of observing teachers is designed to cause the least possible disruption and distraction to instructions. It is preferred that the teachers occupy the back of the class. They observe and take notes of what is happening, especially use of instructional materials and methods of delivery. The team may also share areas of observation so that one takes communication and others consider the use of teaching aids, among other concerns.
The duration of the session should be 10-15 minutes. A lot of observations can be made over the period. The duration also allows the class to continue with planned work. Do not give the teacher a score using rubrics. Note down observable elements and use these observations to make notes. At the end of your session, remember to thank the students and teacher as you exit.
Observations made are not shared with anyone else outside the group. The comments made during debriefing should not be shared with anyone who was not part of the team. The observed teacher is not supposed to receive any feedback unless he or she is interested. Use the Pulses and Delta method to so that positives are recognized and concerns raised about areas where improvements can be made.
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