The practice of Instructional Rounds is a promising design for
professional learning that promotes teacher collaboration through
making teaching practice public. The process, which was inspired by
the "signature pedagogy" of medical schools--hospital rounds--was
popularized by Elizabeth City, Richard Elmore and their colleagues
at Harvard. There are several different models of Rounds for
teachers, but all have the same intended goals and benefits: an
increased focus on student learning, the sharing of successful
practice, the development of strategies for problem solving, and a
platform of support for both novice and veteran teachers. The Power
of Teacher Rounds expands on the practice by: Providing a level of
practicality that is unprecedented in other books on the topic--all
of which are more descriptive in nature. Addressing the
professionals who will facilitate the Rounds process. Demonstrating
how Rounds can play an integral role in the success of Common Core
The book's chapters lay out a ground plan that traces the
development of an effective Rounds group from formation, to
choosing a problem of practice, conducting the first Round,
observing, debriefing, making a commitment to a change of practice,
and evaluating outcomes. The focus is on the individual teacher's
classroom and there is a strong emphasis on accountability. A
chapter on expected outcomes offers a "vision of the possible,"
with a realistic picture of what a successful Rounds group may look
like, and what it will be able to accomplish.
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