Foreword by Marsha Levine

"This book will help PDS partners keep their focus on students' needs?the core of PDS work, as they take this journey together. It provides concrete suggestions for what PDS partners can do in developing, implementing, and assessing their partnerships, which are framed by the standards and grounded in core concepts."
?From the Foreword by Marsha Levine
Senior Consultant for Professional Development Schools
National Council for Accreditation of Teacher Education, Washington, DC

"Teitel's insights are incredibly on target with the issues faced by school and university staff who are now deeply engaged in PDSs. They and others like them across the country will greatly benefit from the work of the author."
Virginia Pilato, Director of Teacher Quality
Maryland State Department of Education, Baltimore, MD

As Professional Development Schools (PDS) become more prevalent, educators already involved with a PDS continually seek insight into how it can be improved, and those interested in starting a PDS are in need of specific guidance on how to get it right from the beginning. This manual is an invaluable resource to fulfill these goals and more.

Structured around the five Standards for Professional Development Schools that were developed by the National Council for the Accreditation of Teacher Education, the easy-to-use book provides practical strategies for initializing, maximizing, and evaluating PDSs.

The five chapters dedicated to a particular standard comprehensively yet succinctly covers:

• A straightforward description with practical examples of what the standard looks like at various developmental stages
• Real-life issues, challenges, and resolutions associated with each standard, from the early stages of partnership development through implementation and sustainability
• "Quick-check" self-assessment models
• A hands-on toolkit, including specific examples, proven suggestions, worksheets, planning and discussion points
• Extensive resources, including web sites and other texts

In addition to these indispensable features, the book offers a how-to chapter on next steps for further refining and strengthening your PDS.

Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms-much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before-educate all students to high levels-yet we don't know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.

Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms-much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before-educate all students to high levels-yet we don't know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.

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.

In this practical guide, Thomas Fowler-Finn identifies the key ideas explored in each phase of instructional rounds and discusses how facilitators can skilfully guide a network of educators through the rounds process while gradually transferring agency to the network. He shows how to scaffold participant learning and model effective teaching practices, and explores potential facilitator responses to issues that arise at each step. The book includes new and tested protocols to advance the work of all facilitators, whether novice or experienced. Written by a leading instructional rounds consultant who worked closely with the Harvard team that pioneered instructional rounds, Leading Instructional Rounds in Education: A Facilitator's Guide provides tools, suggestions, and reflections to ensure that facilitators-and the networks they lead-achieve maximum results.

Foreword by Marsha Levine

"This book will help PDS partners keep their focus on students' needs?the core of PDS work, as they take this journey together. It provides concrete suggestions for what PDS partners can do in developing, implementing, and assessing their partnerships, which are framed by the standards and grounded in core concepts."
?From the Foreword by Marsha Levine
Senior Consultant for Professional Development Schools
National Council for Accreditation of Teacher Education, Washington, DC

"Teitel's insights are incredibly on target with the issues faced by school and university staff who are now deeply engaged in PDSs. They and others like them across the country will greatly benefit from the work of the author."
Virginia Pilato, Director of Teacher Quality
Maryland State Department of Education, Baltimore, MD

As Professional Development Schools (PDS) become more prevalent, educators already involved with a PDS continually seek insight into how it can be improved, and those interested in starting a PDS are in need of specific guidance on how to get it right from the beginning. This manual is an invaluable resource to fulfill these goals and more.

Structured around the five Standards for Professional Development Schools that were developed by the National Council for the Accreditation of Teacher Education, the easy-to-use book provides practical strategies for initializing, maximizing, and evaluating PDSs.

The five chapters dedicated to a particular standard comprehensively yet succinctly covers:

• A straightforward description with practical examples of what the standard looks like at various developmental stages
• Real-life issues, challenges, and resolutions associated with each standard, from the early stages of partnership development through implementation and sustainability
• "Quick-check" self-assessment models
• A hands-on toolkit, including specific examples, proven suggestions, worksheets, planning and discussion points
• Extensive resources, including web sites and other texts

In addition to these indispensable features, the book offers a how-to chapter on next steps for further refining and strengthening your PDS.

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.