These rounds are one of the most significant tools that a school or a district can employ to enhance teachers pedagogical skills and develop a culture of collaboration. The purpose of this approach is to observe teachers and compare their own instructional practices with those of the teachers being observed. Furthermore, the benefit instructional rounds occur at the end of observation when discussions occur among the observing teachers at the end of observation.
This approach requires the participation of every teacher in the process at least once every semester. The facilitation of the rounds should be facilitated by a lead teacher or someone the teachers have respect for and look up to as a profession. Instructional coaches and administrators normally possess these characteristics and may lead some rounds, but the main purpose is to evaluate the teachers being observed.
Individuals involved in this process normally are volunteers or those individuals who are usually requested by a higher authority to be involved in the process. The most active and influential teachers are the ones who are usually selected among a staff. The selected individuals will be involved in rounds where they will go to observe the instructors while in action. Once the day reaches the teachers should let their students know that there will be visitors in the classroom.
The visiting teachers are normally advised to knock on the door and cause as minimal disruption as possible by walking to the back where they will not disturb the lesson in session. It is expected of these visitors to look for the approaches that are being used by the tutor. With what they have noticed, they are expected to write down what they have noticed.
After the rounds the members are supposed to meet to have a reflection of what they have experienced. This can be achieved by a round robin format where each teacher comments on what they have noted. The leader is to remind everyone that the purpose of these round is not to evaluate the observed teachers and certain rules should be established before the debriefing begins.
They are required not to share their observation with any individual who is not part of a group and also the comments that will be made during the process are supposed to remain within the group. Furthermore it is required of them not to suggest or to try and offer suggestion to the trainers unless there feedback is required of them.
An observing teachers take turns in commenting and they begin by giving out the positive responses and then give a speculation of what brought out the positive outcome. Then the observer raises some question of concern, the deltas aspect about the observed educators strategy. An observer can chose not to share the analysis with the group at any time.
At the end of an observation, the educators are able to identify instructional practices that they will continue to use because they saw other teachers employing them effectively, and reexamining their current practices, establish the techniques they saw other teachers use but they do not use but are willing to employ.
This approach requires the participation of every teacher in the process at least once every semester. The facilitation of the rounds should be facilitated by a lead teacher or someone the teachers have respect for and look up to as a profession. Instructional coaches and administrators normally possess these characteristics and may lead some rounds, but the main purpose is to evaluate the teachers being observed.
Individuals involved in this process normally are volunteers or those individuals who are usually requested by a higher authority to be involved in the process. The most active and influential teachers are the ones who are usually selected among a staff. The selected individuals will be involved in rounds where they will go to observe the instructors while in action. Once the day reaches the teachers should let their students know that there will be visitors in the classroom.
The visiting teachers are normally advised to knock on the door and cause as minimal disruption as possible by walking to the back where they will not disturb the lesson in session. It is expected of these visitors to look for the approaches that are being used by the tutor. With what they have noticed, they are expected to write down what they have noticed.
After the rounds the members are supposed to meet to have a reflection of what they have experienced. This can be achieved by a round robin format where each teacher comments on what they have noted. The leader is to remind everyone that the purpose of these round is not to evaluate the observed teachers and certain rules should be established before the debriefing begins.
They are required not to share their observation with any individual who is not part of a group and also the comments that will be made during the process are supposed to remain within the group. Furthermore it is required of them not to suggest or to try and offer suggestion to the trainers unless there feedback is required of them.
An observing teachers take turns in commenting and they begin by giving out the positive responses and then give a speculation of what brought out the positive outcome. Then the observer raises some question of concern, the deltas aspect about the observed educators strategy. An observer can chose not to share the analysis with the group at any time.
At the end of an observation, the educators are able to identify instructional practices that they will continue to use because they saw other teachers employing them effectively, and reexamining their current practices, establish the techniques they saw other teachers use but they do not use but are willing to employ.
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