1. Rounds Model of Professional Development

2. Writing to Learn Activity
Individually write a low-stakes response to the prompt below: What are the benefits and drawbacks of the classroom observation and teacher evaluation process?
Give participants 3 minutes to brainstorm answers to the prompt, reflecting on the McRel Evaluation System currently used in NC. After 3 minutes, ask participants to popcorn respond to the group to see if trends occur.
Note: You may hear comments such as…. Evaluations are punitive, Evaluations are done by one observer, Evaluations seem to be a “gotcha” tool, Evaluations are often summative and do not help teachers improve, etc. Once participants finish sharing, tell them that in the next few minutes they will learn about the Rounds Model of Professional Development, which is designed for teachers to visit each other’s classrooms with the goal of improving the teaching and learning process for teachers and students. This process includes learning from all people who are participating (visiting teachers may see practices or ideas they can use and the host teacher gets feedback from a “second set of eyes” focused on what students are doing and learning).
Low-stakes writing may include incomplete thoughts/sentences/lists and may have some minor spelling and grammar mistakes.

3. Outcomes
Learn the steps of the rounds model and steps for implementation in Duplin County Schools
Understand the power of making private practice public through the rounds model
Consider implications for implementing the rounds model in your school
Read bullets.

4. Rounds Overview
Instructional Rounds in education is modeled on the rounds process used to enhance knowledge of medical professionals
Proven benefits to the medical community:
Make effective practices available to others
Focus on the patient and patient outcomes
Offer feedback to colleagues based on patient
Establish common language and practices
Continual improvement
Doctors and doctor interns improve their practice by making rounds in the hospital to observe the impact of medical practices on the patients. When they enter the room, they look at the patient’s medical chart, make observations of the patient, ask and answer questions, and determine if the patient is getting better and responding to the medical intervention. As a result of these doctors making multiple observations of the same patients, visiting doctors and the primary doctor improve upon their practice and learn from each other, thus having a positive impact on the patients’ well-being.
Likewise, teachers improve their practice by making rounds in other teachers classrooms to observe the impact of teaching on student learning. When they enter the room, they look at the teacher’s Rounds Sheet, make observations of the students, answer the Student Learning Questions, and determine if the students are learning and responding to the instruction. As a result of teachers making multiple observations of the same students, visiting teachers and the host teacher improve upon their practice and learn from each other, thus having a positive impact on the student achievement.

5. Two Forms of Rounds
Classroom Instructional Rounds: Teachers host visitors, usually in small groups, in their classrooms and engage them in a dialogue focused on Student Learning Questions
School-Wide Rounds: Schools allow visitors or staff to answer School-Wide Guiding Questions focused on implementation of NCNSP Design Principles
Student Learning Questions and School-Wide Guiding Questions must be open-ended and evidence-based. Avoid asking yes or no questions so that feedback is helpful and specific. (See Sample Student Learning Questions and Sample School-Wide Guiding Questions handouts)
Student Learning Questions focus on student learning rather than teacher teaching.  Focus on student learning is not the typical mode for a classroom visit/observation, so this process will take practice to become most effective.  Developing good Student Learning Questions is very important so teachers can build positive professional relationships rather than animosity if the focus is on the teaching.
Teachers will receive guidance from instructional coaches as they develop Student Learning Questions.

6. How Do Classroom Rounds Work?
Consists of three main phases:
Pre-Round Orientation: Host teacher presents the lesson and provides one or more Student Learning Questions
Classroom Rounds: Visitors visits host teachers classroom for minutes to collect evidence that answers the Student Learning Question(s)
Post-Round Protocol: Facilitated discussion between host teacher and visitors, using warm and cool feedback
Pre-Round Orientation:
Note: Refer participants to the Rounds Model Outline Document, Sample Template for Creating a Rounds Sheet, and Sample Student Learning Questions handouts for details of what takes place in the Pre-Round Observation
Classroom Rounds:
Note: Visitors should focus on student learning while visiting the classrooms and answer the Student Learning Questions the host teacher presented in the Pre-Round Observation
Post-Round Protocol:
Notes: It is important to stick to warm and cool feedback and stay focused on answer the Student Learning Questions during the Post-Round Protocol. The facilitator may need to refocus if discussion gets off-topic.
***Note: Make reference to the Rounds Model Outline Document and say that the process for School-Wide Rounds is very similar to Classroom Rounds, but questions focus on school-wide implementation of the NCNSP Design Principles and may be answered in one day or over multiple days.

7. Exit Ticket Answer the following questions on the handout provided:
How do you think the round models would foster powerful teaching and learning in your school?
What systemic changes would need to occur for the rounds model to succeed in your school?
What systemic barriers would cause the rounds model concept to fail in your school?
Effective instructional rounds look different at different schools, but they all contain a few key ideals:  collegiality, professionalism, focus on STUDENT LEARNING not the TEACHER (unless that is what the presenting teacher wants).
Note: Collect the exit ticket results and share with your DCS Achievement Coach. DCS Achievement Coaches be working with principals and teachers soon to plan and implement the Rounds Model in all schools. School will engage in this process 2-4 times this school year according to the needs and feedback from each school.