Instructional Rounds in Action - Roberts, John E
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Over the past few years, districts across the United States, Canada, and Australia have begun implementing "instructional rounds," a set of ideas and practices for advancing systemic, district-wide improvement. But as they do, questions arise, both practical and theoretical: How to differentiate rounds from previous strategies such as walk-throughs? How to create the time and space for educators to work together? How to model and enact a commitment to rigorous adult learning? And in schools and districts committed to closing achievement gaps, how can rounds help participants engage in…mehr

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Produktbeschreibung
Over the past few years, districts across the United States, Canada, and Australia have begun implementing "instructional rounds," a set of ideas and practices for advancing systemic, district-wide improvement. But as they do, questions arise, both practical and theoretical: How to differentiate rounds from previous strategies such as walk-throughs? How to create the time and space for educators to work together? How to model and enact a commitment to rigorous adult learning? And in schools and districts committed to closing achievement gaps, how can rounds help participants engage in difficult conversations about race? Roberts's book offers a powerful analysis of how instructional rounds can work "on the ground," and represents a valuable extension of the pioneering work introduced in Instructional Rounds in Education. "As John Roberts observes, introducing [instructional rounds] into schools is a culturally disruptive practice. It introduces the powerful countercultural idea that people who work in knowledge-based enterprises should be engaged in continuous learning. Instructional Rounds in Action is a model of how this process of continuous learning and improvement works." -- From the foreword by Richard F. Elmore, Gregory R. Anrig Professor of Educational Leadership, Harvard Graduate School of Education "Here is a book that captures all the key facets of putting instructional rounds into practice. Roberts's identification of the core problems of organizational learning--the problems of frequency, symmetry, and reciprocity--is the first strong contribution to applied instructional rounds that I have seen." -- Michael Fullan, OISE/University of Toronto "What a compelling story and journey--one that every district should undertake. Roberts describes the 'hows' and 'whys' of implementing this powerful approach to continuous improvement, and shows how it challenges adults to improve teaching and learning for every student." -- Jayne H. Mohr, associate superintendent, Traverse City (Michigan) Area Public Schools John E. Roberts has taught and facilitated at the Instructional Rounds Institute for Programs in Education at the Harvard Graduate School of Education.
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Autorenporträt
John E. Roberts is a 2012 graduate of the Harvard Graduate School of Education. He has served as a middle school teacher in Michigan and was assistant director of the Lowell Middlesex Academy Charter School, in Lowell, Massachusetts, from 2003 to 2006. More recently, John has taught and facilitated for professional education programs, including the Instructional Rounds Institute at the Harvard Graduate School of Education. He was a contributing author to Katherine Merseth's Inside Urban Charter Schools (Harvard Education Press) in 2009. He currently lives in Washington, DC.