Instructional Rounds In Education – Elizabeth A City

What are students doing and saying? What is the task?) or the one essential question (What do you see?). Tell people to take notes on those questions. After the video, give them a couple of minutes to turn and talk with a neighbor about what evidence they have seen. This opportunity to talk helps people be ready to say something when the ball comes to them during the game. Invite people to stand up.

Before you throw the ball for the first time, explain that you and the others are going to help each other build your descriptive muscle. Whoever has the ball shares a piece of evidence. If the group thinks the statement has an opinion or a judgment in it, the group is going to say, “What’s the evidence?” The person with the ball tries again.

If the group thinks it still needs tuning, the group repeats, “What’s the evidence?” This continues until the group is satisfied, at which point the person throws the ball to a colleague. Practice having the group ask, “What’s the evidence?” together before you start the game. The coach might need to help the group sometimes by pointing out opportunities to push with language like, “Did that sound like evidence to you?…

What did you think about that?… Are you going to let her get away with that?” and so forth. The coach may also need to help tune the language when a participant is stuck or open it up for the group to help, “Let’s peel this back. How might we say this using descriptive-only language?” you dont have to think so much about the reaction of someone in the room to your observations and can focus on the discipline itself (see the appendix for video resources).

Sometimes, we enlist group members to help coach by asking people to serve as Evidence Police. These people have the responsibility for enforcing an evidence- only rule in their group.

Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, ana Lee Teitel With a foreword by Andrew Lachman Instructional Rounds in Education Instructional Rounds in Education M^ETWORIUPPROAaU^MPROWjG TFAfHINfi AMD I FARNING ELIZABETH A. CITY RICHARD F. ELMORE SARAH E.FIARMAN LEETEITEL HARVARD EDUCATION PRESS CAMBRIDGE, MASSACHUSETTS Copyright © 2009 by the President and Fellows of Harvard College All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval systems, without permission in writing from the publisher. Library of Congress Control Number 2008942554 Paperback ISBN 978-1-934742-16-7 Library Edition ISBN 978-1-934742-17-4 Published by Harvard Education Press, an imprint of the Harvard Education Publishing Group Harvard Education Press 8 Story Street Cambridge, MA 02138 Cover Design: Perry Lubin The typefaces used in this book are Adobe Minion Pro for text and Adobe Myriad Pro and ITC Fenice for display.

To the members of the Cambridge Leadership Network, the Connecticut Superintendents’ Network, the Iowa Leadership Academy Superintendents’ Network, and the Ohio Leadership Collaborative, who purposefully pursue their own learning in order to be better leaders in their classrooms, schools, and districts. CONTENTS Foreword ix Acknowledgments xiii introduction Why Professional Networks? Why Rounds? Why Practice? 1 parti Building Blocks chapter i The Instructional Core 21 chapter 2 Theories of Action 39 part 2 Doing Rounds chapter 3 Launching a Network 61 chapter 4 Learning to See, Unlearning to Judge 83 CHAPTER 5 Doing Rounds Part 1: Problem of Practice and Observing 99 chapter 6 Doing Rounds Part 2: Debriefing and the Next Level of Work 115 chapter 7 Facilitating Rounds 133 part 3 Rounds and Systemic Improvement chapters Learning from Rounds 155 chapter 9 Moving from Rounds to Large-Scale Improvements in Practice 169 EPILOGUE A Profession in Search of a Practice 187 appendix Sample Network Documents 191 Notes 205 Further Reading and Resources 209 About the Authors 211 Index 213 FOREWORD Reading a book in which your professional work is the object of study is an out- of-body experience.

Instructional Rounds in Education tells the story of four net¬ works—including the one with which I am affiliated—that use instructional rounds to improve teaching and learning. My involvement with instructional rounds and Richard Elmore dates back to my tenure as executive assistant to superintendents Tony Alvarado and Elaine Fink in New York City’s Community School District 2 during the 1990s. When I became executive director of the Connecticut Center for School Change, a statewide school support organization with a mission to improve teaching and learning, I recruited Elmore to co-develop with the center an executive leadership program for superin¬ tendents that would build on what he and I had learned about professional devel¬ opment and large-scale instructional improvement.

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.

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