OPENING DOORS TO GROWTH: INSTRUCTIONAL ROUNDS

The frequency and purpose of classroom visitations and informal observations being conducted by administrators have been a topic of conversation recently. In accordance with The Lorain Promise, the plan to transform the district and rise out of academic distress, the district has implemented a comprehensive professional development initiative aimed at increasing our understanding of what is working in classrooms and providing support and feedback to teachers known as instructional rounds.

“Last year 56 percent of Lorain teachers reported that they received regular feedback and coaching and we know that this is not enough,” explained Chief of Schools Dr. LaKimbre Brown. “We worked to put in specific structures to help teachers feel that they could have access to ongoing coaching and development. The purpose of the rounds is to celebrate what is working by highlighting points of pride and support continued growth.”

SETTING CONSISTENT EXPECTATIONS

Once a month, all principals and deans of academics meet together at one school building to discuss indicators of quality standards-aligned instruction. It is all part of a process called “norming.” Norming is time for everyone to level-out their expectations. The team then conducts short informal visits to classrooms in the building looking for specific evidence of a particular instructional approach. Participants then engage in a structured debrief where they learn to focus on carefully observing the work. Teachers are given feedback on what was observed. “During these informal observations we identify ‘bright spots’ or classroom climates and instructional practices that we can all learn from to strengthen the district,” Brown explained. Team observations serve to refine the collective instructional lens and push for greater consistency across buildings. The monthly sessions provide guidance and inspiration for leaders to take back to their buildings and apply to their instructional rounds.

“Informal instructional rounds at Longfellow are extremely beneficial to me in enhancing my pedagogical skills and developing a culture of collaboration with my Dean of Academics, Andy Hoffman. I appreciate the discussions generated and the valuable, thought-provoking feedback given following a visit to my classroom. It has been instrumental in taking my teaching to the next level and in turn raising my students' level of achievement.”

-8th Grade Language Arts Teacher

An instructional round is an informal observation done of a classroom with the goal of collecting evidence on what scholars are learning at any given period. School leaders look for many things including:

• What is being taught

• What the scholars are doing

• What the teacher is doing

• At what grade level is the lesson being taught

The intended result is open communication among colleagues in a constructive way that improves school-wide instruction and student achievement.

According to Longfellow Middle School’s Dean of Academics Andrew Hoffman, “Instructional rounds have had the greatest impact in the way it has shifted and reinforced our building culture to one of continuous growth. Teachers at Longfellow have embraced the idea that we are all learning together and have even commented that our building is a place where they feel it is safe to make mistakes and feel empowered to implement new and best practices.”

Dorinda Hall, dean of academics at Palm Elementary remarked, “Palm’s instructional rounds open classroom doors and strengthen conversations around teaching and learning with school leaders and teachers as partners in scholar success. We break through the culture of fear by working together and looking closely at our scholars and the tasks we are asking them to do in the presence of rich content. As we work together with a clear focus, which is teaching and learning, with a developmental stance, we believe we can take a firm foothold as we climb our way to success!”

Instructional rounds will continue throughout the year with the goal of expanding the practice to include teachers as observers. Creating a mindset of growth and collaboration is a process and is built on trust and consistency. “Everyone deserves to grow and be supported as they progress in in their educational journey,” Brown added.