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Power of Teacher Rounds: A Guide for Facilitators, Principals, and Department Chairs

by Vivian B Troen and Katherine C Boles Corwin Press
Pub Date:
05/2014
ISBN:
9781483349954
Format:
Pbk 176 pages
Price:
AU$59.99 NZ$62.61
Product Status: Not Our Publication - we no longer distribute
add to your cart
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 and mdash;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 implementation efforts. The book and rsquo;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 and rsquo;s classroom and there is a strong emphasis on accountability. A chapter on expected outcomes offers a and ldquo;vision of the possible, and rdquo; with a realistic picture of what a successful Rounds group may look like, and what it will be able to accomplish.

ForwardIntroduction Getting from Then to Now Implementing the Common Core State Standards About this BookPart I - Background1. What is Rounds? Rounds is a Unique Form of Professsional Development A Rounds Group in Action: A True-to-Life Story Pre Rounds Meeting - Choosing a Compelling Problem of Practice Preparing the Host Teacher Observing the Host Teacher Teach Debriefing the observation committing to a Change of Practice It's a Circular Path to Perfection2. Why Do Rounds? Rounds Creates a Framework for Critical Colleagueship Rounds Facilities the Sharing for Succcessful Practice Rounds Helps Develop a Shared Vision of Good Teaching Rounds is Low-Cost, High-Impact Strategy for Implementing the Comma Core State Standards Rounds is Alighned with Learning Forward's Standards for Professional Learning3. Who Does Rounds? The Rounds Group Challenges for the Group The Rounds Facilitators Challenges for Facilitors Facilitator Study Groups The Host Teacher Preparation for the Observation Following the ObservationPart II - Facilitators4. How to Prepare for Rounds Step 1: Lay Groundwork for Collaboration Establish Norms Learn How to Observe: Conduct A Rounds Observation Workshop Step 2: Conduct the Introduction to Rounds Meeting5. How to Implement Rounds Step 1: Facilitator Prepares the Host Teacher Supporting the Host TEacher in Preparing the Form Using the Host Teacher Prepearation Form Dont Forget the Kids Step 2: Rounds Group Observes the Host Teacher's Class Step 3: Group Debriefs the Observation Step 4: Group Conducts the Next Rounds Meeting Developing a list of Common Criteria Step 5: Teachers Share a Record of Practice Examples of Commitments to Change and Records of Practice6. Year-End Warp-Up Has the Work Improved Student Learning? The Answer is Yes! Video Case: Examining One Teacher's Change of Practice Framing the Context The Power of Teacher Rounds End of Year Reflection7. Case and Guides to Case Analysis Using Cases to Facilitate Discussion of Issues Confronting Rounds Groups How and When to Use Cases Ideally AlterantivelyPart III - Principals and Department Chairs8. Role of the Principal Understand what Rounds Requires Assess Teacher Talent Choose the Best Candidates Lay the Cultural Groundwork Build on Firm Ground with Good Resources Provide Ongoing Support9. Rounds for Department Chairs: Improving High School Teacher Development and Supervision Department Chairs Step Up Pull the Lever The Difference Between Department Chair Rounds and Faculty Rounds How to Implement Department Chair Rounds Build a Culture of Trust Select your DCR FAcilitator Facilitator Frames Rounds Prepare the Department Chair Host Choose a Compelling Problem of Practice Prepare for the Round Follow the Protocol for Debriefing Watch the Video Practice our Post-Observation conferecne End Game Make an End Game ChecklistPart IV - AppendicesA. CCSS Speakign and Listening Standard 6-12B. Glenda's Host Teacher Preperation FormC. Glenda's Record of PracticeD. Obeservation Workshop: Learning to See, Unlearning to JudgeE. Example of a Problem Aligned to the Common Core StateF. Alex's Host Teacher Preperation FormG. Alex's Student SlidesH: Alex's Student Email ResponseReferences

'What Vivian Troen and Kitty Boles have done in this book is and hellip;the use of rounds as a dedicated learning environment for teachers. This book provides the scaffolding and support that teachers can use, on their own, or in an organized fashion as part of more systemic strategy, to create the infrastructure necessary to bring collective learning deliberately and explicitly into the daily life of teachers. Troen and Boles stress in many places in this book the importance of rounds as a cultural-building practice. For me, this is the central contribution they make. Rounds is not simply a practice; it is a practice in the service of building a professional culture.' Richard F. Elmore, Professor of Educational Leadership
Consulting DescriptionVIVIAN TROEN and KATHERINE C. BOLES Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Troen and Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nationas first professional development schools to link colleges and public schools in partnerships for the preservice education of teachers as well as the ongoing professional development of veteran teachers. They are the authors of Whoas Teaching Your Children: Why The Teacher Crisis is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003) as well as numerous articles and book chapters on teachers and teaching. Most recently they have joined national leaders of professional organizations of educators, state education agencies and universities in the Teacher Leadership Exploratory Consortium, convened by the Educational Testing Service (ETS) to develop model national standards for teacher leadership. Troen co-directs the Induction Partnership Initiative at Brandeis University, guiding schools in developing the capacity to support new teachers. She also leads school administrators in regularly scheduled online, networked seminars investigating a wide range of issues surrounding induction practices and professional development for new and experienced teachers. Consulting DescriptionVIVIAN TROEN and KATHERINE C. BOLES Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Troen and Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nationas first professional development schools to link colleges and public schools in partnerships for the preservice education of teachers as well as the ongoing professional development of veteran teachers. They are the authors of Whoas Teaching Your Children: Why The Teacher Crisis is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003) as well as numerous articles and book chapters on teachers and teaching. Most recently they have joined national leaders of professional organizations of educators, state education agencies and universities in the Teacher Leadership Exploratory Consortium, convened by the Educational Testing Service (ETS) to develop model national standards for teacher leadership. Boles is a Senior Lecturer on Education and Faculty Director of the Learning and Teaching Masters Degree Program at the Harvard Graduate School of Education. She received her doctorate from Harvard, and her courses examine the latest research on school reform, teacher education, teacher teams, and new forms of teacher leadership.