Professional Rounds in Education - Essay Example

Professional Rounds in Education It is the role of every teacher or administrator to devise means of supporting learners so they gain the best out of their education. This is where instructional rounds come in; these are universal principles, policies, guidelines or strategies which have been agreed upon to see to it that the education being offered is of the best quality. The following is an analysis of some sources which define professional rounds in education. Lyons, N. (2010). Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Perspective. Springer Science & Business Media. Lyons (2010) generally brings to light the role of reflection in human lives, and the education context as well; reflection, in this context, referring to “standing aside” and assessing something. After the assessment, effective strategies observed can be borrowed and applied in bettering the education sector. The book describes the emergence of rounds as having been inspired by reflection. It is revealed that from the early 90s, educators used to come together and share issues which concerned their education at Harvard Graduate School of Education. These educators began visiting different schools, then sharing unique experiences collected by other schools. This idea was derived from medical schools in which apprenticeship was used to educate students. The learners would follow the doctors to patient wards and learn from seeing them execute their duties. Similarly, educators took to sharing their own experiences in rounds, and from which they would share and earn new ideas from fellow educators. It is the application of these new experiences which led to the realization that rounds were effective means of improving educational issues, or better still, solving problems related to the same. In a nutshell, Lyons sought to extend the knowledge regarding the power of reflection beyond professions such as medicine and law, and introduce it to the general teaching or learning. Apart from the history of rounds, the author brings out the application of reflection as applies across all professions as a means of bettering them. Marzano, J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, Va. This source highlights the actual steps which an instructor (teacher) can apply in providing effective education. It provides three main applicable strategies and these are setting and communicating the goals of learning, analyzing students’ progress, and finally enjoying the success. It defines the issue of setting and communicating the goals of learning as the first step which has to be implemented. These steps are applicable both within and beyond the classroom for the establishment of effective learning. The author states that setting goals can be used to track the progress of learners. Under analyzing [assessing] learners’ progress, the book states that this is a critical element of learning or teaching and should be conducted not only at the end, but throughout the learning period. The final pillar, enjoying success, is achieved after setting and communicating, learning goals, assessing and realizing that the progress is positive, and if the goals have been met, then the success has been achieved, and that calls for celebration. The book is a perfect read for teachers who feel they need to know the actions which they should take at the ground level in applying the instructional rounds in education. Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. ASCD Publishers. In this book, the three authors seek to explain how teachers from different levels, including district-level and school administrators, can apply certain frameworks so that they attain better expertise in their fields of work. They present a five-pillar framework which constitutes of conditions such as knowledge which is cultivated in the best way for teachers, support of opportunities which have specific behaviors or strategies through which the teachers can receive feedback. Third, the provision of opportunities through which instructors can enhance their expertise through observations and discussions. Fourth is the improvement of teachers’ skills and achievement of goals through construction of development strategies and professional growth. The fifth condition is an enhancement of professionalism by recognizing multiple stages or phases which create paths towards expertise (professional achievement). In the specific context of instructional rounds, they are addressed as one of the few ways through which a teacher might observe and discuss effective teaching. Additionally, the authors state that it is not these instructional rounds, which better the expertise of teachers, or raise student performance. Rather, these rounds should be used to incorporate effective strategies into the actual teaching/learning work. In a nutshell, these authors focus on how instructional rounds of education can be used in coming up with atmospheres which are collegial, thus offering environments in which the administrators and leaders can come up with effective strategies, implement, and share them amongst themselves. Bean, R., & Dagen, A. (2011). Best Practices of Literacy Leaders: Keys to School Improvement. Guilford Press. In this source, the authors define the effective means of improving literacy with regards to school leadership. This is primarily so because leadership is one of the key determinants of any institutions, and schools (education) are not an exception. This is where Bean and Dagen (2011) introduce instructional rounds. In application, instructional rounds entail touring of the institution (school) with the aim of understanding the learning and teaching within it. From such tours of their schools, principals and school heads can discover areas of weakness, or rather, areas requiring some improvement. In this case, instructional rounds are perceived by, and applied as methods of solving problems of practice which upon their completion can lead to the achievement of educational objectives. In addition, this book states that a school head can devise effective professional (education) rounds, which would culminate in uniting experts, literacy leadership principles, methods, instructions, and developmental strategies which work towards school-wide achievements. Although the achievement in this case is derived from far, it attains the overall goals of instructional rounds, which are bringing together varied policies, and improving the overall reputation and effectiveness of education. In a summary, the two authors reveal the roles of school staff that are drawn from all hierarchical levels, and how their unity in analyzing teaching and learning in their institutions can improve education. In it, it is stated that such assessments work as strategies of highlighting problems of practice, and from there, solutions can be created. Jackson, Y., & McDermott, V. (2012). Aim High, Achieve: How to Transform Urban Schools Through Fearless Leadership. Alexandria, Va. Jackson and McDermott’s book is similar to Bean and Dagen’s in that both supply information which seeks to portray instructional rounds as means of resolving or improving problems of educational practice. In this particular source, the two authors offer more reference to urban education centers claiming that their existence is shaken by the fear of being branded as failed, being punitively sanctioned, losing livelihood, and institutional reputation. They further reveal that such fright haunts every individual within the school fraternity, and this in turn affects them physically, emotionally, and mentally. The obvious result of these factors is negative, and that is bound to hurt educational objectives. To solve this problem, it is recommended that every single individual within the institution to take up fearless leadership. The focused educators by this source are mainly those who deal with underprivileged learners, or those that are usually strained resourcefully (Jackson & McDermott, 2012). In short, fearless leadership in this context would apply in implementing professional rounds that would secure both learners and educators from the effects of such disadvantages. In fearless leadership, the key characteristics that can be used include mediating, affirming, and inspiring the entire community so that what is disseminated from such institutions would be quality education. In conclusion, the authors seek to inflict the mentality that tough demographics require more than just urgency, and that effective skills are also as important in coming up with a simulated environment which supports comfortable learning. Reid, D. (2014). Dilemmas in Educational Leadership: The Facilitator’s Book of Cases. Teachers College Press. The reason why the subjects of discussion are defined as “rounds” is because they work by bringing together different educators (staff) and engaging in discussions which lead to the improvement of education. The author of this book, Reid, addresses the matter deeply. She, however reveals that strategies for improving education, such as creation of friend groups and learning communities aimed at guarding the achievement of these educational goals cannot work for some reasons. The main reason offered is that in the event that members of such educational groups ignore, or are unaware of the changes or strategies which need to be implemented for the targeted improvement, the actions are bound to be futile. To better elaborate on these, she presents real-life events in which school heads, teachers, and other educators have benefitted from successfully applying the said strategies. For instance, there is the case of one Geraldine who was used to associating with teachers only from her social studies context. However, after several rounds, she was able to associate with more teachers from diverse departments, and improved largely. She was able to share and receive assessment skills, and from there, her classes as well as teaching expertise improved. In conclusion, Reid seeks to provide guidelines on communicating effectively between all educational stakeholders and improve on reluctant ones, reduce hostility, sustain groups, share responsibilities, apply technology, and generally sustain an environment conducive for learning and teaching. The reflections addressed herein are applicable to both group and individual settings. References Bean, R., & Dagen, A. (2011). Best Practices of Literacy Leaders: Keys to School Improvement. Guilford Press. Jackson, Y., & McDermott, V. (2012). Aim High, Achieve: How to Transform Urban Schools Through Fearless Leadership. Alexandria, Va. Lyons, N. (2010). Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Perspective. Springer Science & Business Media. Marzano, J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, Va. Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. ASCD Publishers. Reid, D. (2014). Dilemmas in Educational Leadership: The Facilitator’s Book of Cases. Teachers College Press. Read More