I don’t feel qualified to observe other teachers - I’m no expert and I don’t want to critique other teachers’ work!

First, the classroom observations are completely non-evaluative. Any observation notes are grouped together before being shared and are completely anonymous. Teachers’ names are never used in the debrief. Second, if you’re an educator, you’re qualified to participate in intsructional rounds - whether you have 0 of 50 years of experience! You will have a mini training session the morning of the observations so you know exctly what to look for. And yuo’ll be with a small team, so you’re not observing on your own.

Who should participate in rounds?

Any educator in a CDA school (teachers, coaches, curriculum coordinators, asst. principals, principals, etc.) who are interested in learning from other teachers, discussing teaching and learning with colleagues. No experience in leadership, observation, etc. is required. Everyone from novice teachers to seasoned principals are welcome!

What kinds of things are we looking for when we observe?

We will discuss this in detail in the pre-rounds mini-training which we’ll do when everyone arrives at the school on rounds day. We will have a general focus for our observations, which the school will choose. Examples include challenge and rigor; scaffolding; student engagement; etc. Our observation “look-fors” might include, “What are students saying and doing?” “What is the task?” “What is the learning target?”

Will we give feedback to the school or teachers based on our observations?

The feedback will be general, and will be given to the school’s leadership team at the end of the day. Here’s how it will work: After we visit classrooms, we’ll combine and distill our observation notes and identify trends and patterns - both the glows (strengths) and possible grows (areas for improvement). These patterns are what we will share with the school. Again, it will be completely anonymous, without mention of specific teachers, subjects, or grade levels.

I am a teacher. How will I benefit if I participate in rounds?

Observers will benefit in many ways: You’ll likely learn something new about effective teaching and learning. You’ll connect with colleagues from across the diocese and feel the fulfilling synergy of talking about instruction with fellow educators. You’ll probably see a new teaching strategy that you want to try out yourself, and will leave with lots of curiosity and inspiration!

I am a principal. How will I benefit if I participate in rounds?

School leaders who participate will benefit in many ways: You’ll likely learn something new about effective teaching and learning. You’ll connect with colleagues from across the diocese and feel the fulfilling synergy of talking about instruction with fellow educators. You’ll get some ideas on how you can get your own faculty talking about instruction more regularly. You’ll begin thinking about patterns and trends a visitor might see if they conducted rounds at your school, and how the experience could build the collective efficacy of your teachers. You’ll leave inspired!

Can I sign up with a colleague from my school?

Yes, that’s a great idea. We recommend attending as a pair, in fact. Why? You and your colleague can contextualize what you saw during rounds vis-a-vis instructional at your own school. You could discuss how your experience can inform the direction your school might want to take when it comes to professional learning.

Can I bring a group of teachers/leaders from my school?

Because there is a cap of 25 participants, we request that a school send no more than one or two educators. Ideally, a classroom teacher and a leader from a school would attend together.

What is the schedule for the day?

• Arrival, connecting

• Mini-PD: How to collect specific, nonjudgmental evidence; understanding the problem of practice

• Observations: Teams of 4 disperse and observe 3-4 assigned classes

• Debrief (over a working lunch): Collect anonymous qualitative observation data; distill into schoolwide patterns; discuss patterns vis-a-vis best instructional practices

• Conclude: Identify feedback for the school; reflect on personal and team learnings

Exact times will vary based on the school’s classroom schedule.

Who is the facilitator?

Sarah Dugan plans and facilitates rounds, in collaboration with the school principal.

I have more questions!

Sarah is happy to answer questions about this opportunity. Email her at sarah@teach-learn-thrive.com.