Improving Teaching and Learning Through Professional Rounds

This Friday's BLOG was written by Superintendent, Kevin Case

During the course of this school year, all of our District’s Administrators have been involved in professional development work known as Professional Rounds.  The major focus of the teachers and administrators in our District has been the establishment and implementation of the data team process, where teachers collect and analyze student achievement data to improve their instruction in the classroom.  Each administrator is involved in reviewing grade level/department data for each school and in setting goals collaboratively with you based on the collected data.

The administrators have the responsibility for writing and implementing each school’s Continuous Improvement Plan.  In order to do this effectively, a high level of knowledge is required regarding effective, high-quality instruction because classroom instruction is the single largest factor in student achievement.  To enhance and build upon our knowledge of the K-12 curriculum and the instructional strategies being implemented in our School District, the administrative team conducted what we called “professional rounds”, where we visited each school.  This process required a full day in each building as the administrators visited most classrooms.  A shared understanding of highly effective, rigorous instruction is essential if our students are to continue to make dramatic gains in achievement.

Patterned after rounds in the medical profession, the purpose is to examine what is actually happening in the classrooms and to work together purposefully and systematically to improve classroom instruction and provide high quality instruction for all students.  The 'Rounds' process begins with the host administrator sharing background information about the school and the professional development focus of the school.  This information sets the stage for the focus of the visits.  The team spent time discussing the strategies they might see employed in the high performing classrooms, what teachers might be saying and doing, and what students might be saying and doing. 

Our administrative team then visited classrooms for approximately 15 to 20 minutes to record evidence of what is being observed.  Following the visits, the team gathered to debrief their observations with the host administrator.  Here, based upon the evidence collected, the administrators discussed what they determined students were learning from the classes observed. The question the observers answered was, “If I was a student at this school, and did everything I was expected to, what would I know or be able to do?”  The final step in the process is to identify the next level of work: what supports and resources will be needed to move teaching and learning to the next level at the school?

Many Connecticut administrators are learning what some of the most respected names in the education profession have said about instructional rounds.  Michael Fullen stated, “This is a powerful, specific, accessible treatment of what it means to get in the classroom in order to make a difference in the daily lives of teachers and their students.”  And Douglas Reeves said, “Instructional rounds in education will have a profound influence on educational leaders who are willing to invest the time to observe, listen, and learn.” These results have proven to be invaluable to the visited school in developing specific professional development activities that will lead to improved teaching and learning throughout the Canton Public School District.