Described as sitting, “…at the intersection of three current popular approaches to the improvement of teaching and learning – walkthroughs, [professional] networks, and district improvement strategies” (City, Elmore, Fiarman, & Teital, 2011, p. 4)- instructional rounds is designed to bridge the gap between educators and their instruction. At its core, instructional rounds rests upon the same premise as any other community of practice; however, this community of practice has developed a set of protocols and procedures that quickly establishes expectations of the group, group norms, and a common language. THS implemented school-based IR as a way for teachers to build relationships and a common language around instructional practice, while also reflecting on and refining classroom instruction.
This study explores the experiences of ten teachers in the lower school division of The Haverford School (THS) who are engaged in school-based instructional rounds (IR) groups. It aims to understand teachers’ perceptions of IR as aiding in the development of collaborative relationships, as well as the tensions and possibilities that exist around the implementation of IR in a school and how these factors may influence the development of collaborative relationships. Finally, this study explores factors influence the type of learning community that emerges in a school. (Abstract shortened by ProQuest.)
|Advisor:||Kuriloff, Peter J.|
|Commitee:||Campano, Gerald, Whitelaw, Jessica|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational leadership|
|Keywords:||Collaborative relationships, Instructional rounds, Learning communities, Professional development, Relational trust, Teachers|
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