Service delivery is something that should improve and evolve frequently. This is the reason why stakeholders in different areas are involved in activities that are focused on improving their understanding of how to improve service delivery. Instructional rounds are used by parents, teachers and other stakeholders in schools to get a better understanding of the learning and teaching process in schools. The intention of the rounds is to institute necessary changes. Here are facts regarding School based instructional rounds.
The process of conducting instructional rounds begins with the formation of a group of teachers to participate. The size of the group usually varies in size from 20 to 40 individuals. These individuals then visit classrooms during teaching sessions to observe how the teaching and learning process is taking place. Based on what the group observes, each individual makes notes regarding the experience and the learning process.
In the group, there is usually a lead teacher who is responsible of leading the group. The lead teacher is supposed to be someone that is exceptional at their job. The other teachers should have respect for the individual and consider them as a professional. The lead teacher may be chosen based on their previous achievements in terms of teaching students.
The role of a lead teacher can also be assumed by an instructional coach or administrators. One very important aspect of instructional rounds is that they are not aimed at evaluating the teacher that is being observed as they teach. In fact, no feedback is supposed to be provided about the teacher, unless the teacher requests to hear the opinion of the observers about their teaching style.
The teacher should be made to know that the goal of the round is to evaluate the overall learning and teaching process and not the teacher. The essence of this is to eliminate anxiety among the teachers who are being observed for them to act normally during the process. As a matter of fact, this would encourage the teachers to volunteer their classes to be used for this activity.
There is a likelihood that teachers may vary the way they teach if they know that the rounds aim to evaluate their style of teaching. As such, the observations noted may not truly reflect the challenges faced by the teaching and learning process. Hence changes made in the process of teaching and learning by teachers are inclined to work against the assessment since priorities would be misplaced.
On the day of conducting the rounds, it is important to notify the teacher whose class will be observed. In turn, the teacher should inform their students. This would assist to reduce tension among the students and teachers. It also assists in ensuring that there is minimum disturbance to the learning process.
When the observation team arrives at the class, they are required to knock at the door before entering. When they enter, they should proceed to the back of the classroom or any other spot that does not cause disruption to flow of instruction. A round typically lasts 10 to 15 minutes and the observers are required to have made enough observation to inform decision making and change.
The process of conducting instructional rounds begins with the formation of a group of teachers to participate. The size of the group usually varies in size from 20 to 40 individuals. These individuals then visit classrooms during teaching sessions to observe how the teaching and learning process is taking place. Based on what the group observes, each individual makes notes regarding the experience and the learning process.
In the group, there is usually a lead teacher who is responsible of leading the group. The lead teacher is supposed to be someone that is exceptional at their job. The other teachers should have respect for the individual and consider them as a professional. The lead teacher may be chosen based on their previous achievements in terms of teaching students.
The role of a lead teacher can also be assumed by an instructional coach or administrators. One very important aspect of instructional rounds is that they are not aimed at evaluating the teacher that is being observed as they teach. In fact, no feedback is supposed to be provided about the teacher, unless the teacher requests to hear the opinion of the observers about their teaching style.
The teacher should be made to know that the goal of the round is to evaluate the overall learning and teaching process and not the teacher. The essence of this is to eliminate anxiety among the teachers who are being observed for them to act normally during the process. As a matter of fact, this would encourage the teachers to volunteer their classes to be used for this activity.
There is a likelihood that teachers may vary the way they teach if they know that the rounds aim to evaluate their style of teaching. As such, the observations noted may not truly reflect the challenges faced by the teaching and learning process. Hence changes made in the process of teaching and learning by teachers are inclined to work against the assessment since priorities would be misplaced.
On the day of conducting the rounds, it is important to notify the teacher whose class will be observed. In turn, the teacher should inform their students. This would assist to reduce tension among the students and teachers. It also assists in ensuring that there is minimum disturbance to the learning process.
When the observation team arrives at the class, they are required to knock at the door before entering. When they enter, they should proceed to the back of the classroom or any other spot that does not cause disruption to flow of instruction. A round typically lasts 10 to 15 minutes and the observers are required to have made enough observation to inform decision making and change.
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