Power of Teacher Rounds

See Vivian and Katherine′s Presenter Profile Here!VIVIAN 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 nation’s 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 Who’s 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. See Katherine and Vivian′s Presenter Profile Here! VIVIAN 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 nation’s 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 Who’s 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.

• ForwardIntroductionGetting from Then to NowImplementing the Common Core State StandardsAbout this BookPart I - Background1. What is Rounds?Rounds is a Unique Form of Professional DevelopmentA Rounds Group in Action: A True-to-Life StoryPre Rounds Meeting - Choosing a Compelling Problem of PracticePreparing the Host TeacherObserving the Host Teacher TeachDebriefing the ObservationCommitting to a Change of PracticeIt′s a Circular Path to Perfection2. Why Do Rounds?Rounds Creates a Framework for Critical ColleagueshipRounds Facilities the Sharing for Successful PracticeRounds Helps Develop a Shared Vision of Good TeachingRounds is Low-Cost, High-Impact Strategy for Implementing the Common Core State StandardsRounds is Aligned With Learning Forward′s Standards for Professional Learning3. Who Does Rounds?The Rounds GroupChallenges for the GroupThe Rounds FacilitatorsChallenges for FacilitatorsFacilitator Study GroupsThe Host TeacherPreparation for the ObservationFollowing the ObservationPart II - Facilitators4. How to Prepare for RoundsStep 1: Lay Groundwork for CollaborationEstablish NormsLearn How to Observe: Conduct A Rounds Observation WorkshopStep 2: Conduct the Introduction to Rounds Meeting5. How to Implement RoundsStep 1: Facilitator Prepares the Host TeacherSupporting the Host Teacher in Preparing the FormUsing the Host Teacher Preparation FormDon′t Forget the KidsStep 2: Rounds Group Observes the Host Teacher′s ClassStep 3: Group Debriefs the ObservationStep 4: Group Conducts the Next Rounds MeetingDeveloping a list of Common CriteriaStep 5: Teachers Share a Record of PracticeExamples of Commitments to Change and Records of Practice6. Year-End Wrap-UpHas the Work Improved Student Learning?The Answer is Yes!Video Case: Examining One Teacher′s Change of PracticeFraming the ContextThe Power of Teacher RoundsEnd of Year Reflection7. Case & Guides to Case AnalysisUsing Cases to Facilitate Discussion of Issues Confronting Rounds GroupsHow and When to Use CasesIdeallyAlternativelyPart III - Principals & Department Chairs8. Role of the PrincipalUnderstand what Rounds RequiresAssess Teacher TalentChoose the Best CandidatesLay the Cultural GroundworkBuild on Firm Ground With Good ResourcesProvide Ongoing Support9. Rounds for Department Chairs: Improving High School Teacher Development & SupervisionDepartment Chairs Step UpPull the LeverThe Difference Between Department Chair Rounds and Faculty RoundsHow to Implement Department Chair RoundsBuild a Culture of TrustSelect your DCR FacilitatorFacilitator Frames RoundsPrepare the Department Chair HostChoose a Compelling Problem of PracticePrepare for the RoundFollow the Protocol for DebriefingWatch the VideoPractice our Post-Observation Conference End GameMake an End Game ChecklistPart IV - AppendicesA. CCSS Speaking and Listening Standard 6-12B. Glenda′s Host Teacher Preparation FormC. Glenda′s Record of PracticeD. Observation 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…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."