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Instructional Rounds: Spring Session

5/1/17 to 5/5/17


Tuition: $3,450 per person

Application Deadline: February 24, 2017

Early application is encouraged for this program. After the deadline, applications will be reviewed on a rolling basis as space is available.

​Fall 2016 Session: December 12-16, 2016

What You Will Learn

Instructional Rounds is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. In sessions led by Harvard faculty, including the creators of this methodology and authors of Instructional Rounds in Education, and through school visits and opportunities to observe in real-world classrooms, your team will learn the key principles and practices of an effective, classroom-based approach to observing, analyzing, and improving teaching and learning. 

Program Overview

Instructional Rounds — a practice adapted to education from the field of medicine — embodies a specific set of ideas about how practitioners can work together to solve common problems and improve their practice. In the education context, it is designed to help schools and districts support high-quality teaching and learning for all students. Instructional Rounds aims to bridge the knowledge gap between educators and their practice, and between teachers, school leaders, central-office staff, superintendents, and other staff who are working to improve teaching and learning both within their own classrooms and at scale.

In this program, your team will participate in learning sessions led by Harvard faculty — including Elizabeth City, Sarah Fiarman, and Lee Teitel — and visit multiple real-world classrooms where you can apply effective protocols and build your skills around the practice of instructional rounds. You will also consider how to integrate these elements into your own improvement process.  

Program Experience

Pre-campus

Prior to arriving in Cambridge, each member of your team will be expected to read Instructional Rounds in Education and prepare responses to study guide questions that you will use during your work on campus.

You will also need to hold one team meeting and complete one classroom observation prior to attending the program.

  • The book will be supplied to all accepted teams
  • Your team should plan two hours for your pre-program meeting, during which you will craft a group essay as well as plan for your on-campus work
  • Detailed instructions for pre-program work will be supplied to all accepted teams, including a study guide to frame your reading of the book
  • Overall, there is roughly 20 hours of pre-program work that you and your team will be required to complete

On-campus

During the program, the creators of the methodology will guide you through the rounds process. You will experience rounds simulations and conduct actual classroom observations at local schools.

Throughout the program you will have dedicated, daily team-time where you will come together as a group to define and refine your rounds practice in preparation for returning home.

Post-campus
After the program, your team will begin implementing the skills and protocols learned and used while on campus.

Program Objectives
  • Understand the elements of the instructional core
  • Develop skills in using protocols essential to the improvement of teaching and learning
  • Identify what good teaching and learning looks like in practice
  • Learn key elements to developing a culture that supports improving classroom instruction
  • Identify professional development needs at the school or district level that will contribute to improved instructional practices
  • Understand the role of an explicit theory of action in the school improvement process
  • Generate a first-draft action plan that connects the work of instructional rounds with other instructional improvement efforts at the school and district levels
Who Should Attend
  • Team enrollment is required in this program.
  • Schools and districts should send teams that will collaborate to improve instructional practice
  • Teams should include a cross-section of key stakeholders, including principals, teachers, directors, coordinators, and specialists in curriculum and instruction, chief academic officers, superintendents, union leadership, and instructional coaches
  • Teams are strongly encouraged to include, at a minimum, both classroom teachers and school leaders to best prepare for local impact
Testimonials: What People Are Saying

“Excellent content and facilitation—I have been challenged and affirmed.” —Alida Privett, Principal, Shannon Lake Elementary, Kelowna, Canada

“Best professional learning I have ever done; skillfully constructed and facilitated.” 

“Exhausting, exhilarating and energizing all at the same time.” 

 

Faculty

Faculty Co-Chairs

Lee Teitel is Lecturer on Education and Director of the School Leadership Program at the Harvard Graduate School of Education and Senior Associate for the Executive Education Leadership Program (ExEl) at Harvard University. Teitel was the founding director of ExEl, a program that focuses on bringing high-quality teaching and learning to scale in urban and high-need districts and works with state commissioners of education and school superintendents, along with their leadership teams and key stakeholders. Teitel has also worked extensively on leadership development with principals and school superintendents, collaborating to set up superintendent networks in Massachusetts and Ohio, and co-facilitating instructional rounds networks with superintendents and other school leaders in Connecticut, Ohio and Iowa.

Stefanie K. Reinhorn works as a consultant facilitating networks of educators in using instructional rounds as a learning process to support instructional improvement. She also works with education professionals at all levels of schools systems, supporting efforts to design and implement instructional improvement plans. Reinhorn recently completed her doctoral studies in May 2015 at the Harvard Graduate School of Education with a concentration in Education Policy, Leadership, and Instructional Practice. Her research is focused on leadership practices, teacher evaluation, and teachers’ working conditions in urban schools. Recently, in Teachers College Record, she published “Ready to Lead, but How? Teachers’ Experiences in High-Poverty Urban Schools,” co-authored with colleagues from the Project on the Next Generation of Teachers. Previously, Reinhorn worked in the Boston Public Schools as a faculty member for the Boston Principal Fellows Program for aspiring school leaders, a math coach, a middle school math teacher, and an elementary school teacher. She has taught in many settings, including a suburban public school, a suburban private school, and an international school.

Faculty

Elizabeth City is Lecturer on Education and the Faculty Director of the Doctor of Education Leadership Program at HGSE. City has served as a teacher, instructional coach, principal and consultant. In each role, she focused on helping all children, and the educators who work with them, realize their full potential. Some of her publications include: Strategy in Action: How School Systems Can Support Powerful Learning and Teaching; Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning; and Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning.

Sarah Bruhn is a Ph.D. candidate at Harvard Graduate School of Education in the Culture, Institutions, and Society strand. In her work as an instructional rounds consultant, Bruhn facilitates networks that are using instructional rounds to improve teaching, and supports schools and districts as they strive to strategically integrate rounds into their learning processes. She has also lead collaborations with teacher leaders to design and lead professional development. Previously, Bruhn taught K–9 in Washington, D.C., and Dearborn Heights, Michigan, and graduated from the School Leadership Program at HGSE. Throughout her work, she has focused on achieving equity for all students.

Sarah Edith Fiarman received her Ed.D. from HGSE in Administration, Planning and Social Policy in 2009. She is a public school principal and former National Board Certified Teacher. In all her work, she is committed to building powerful learning communities through developing teacher leadership, examining data in a collaborative context, and focusing relentlessly on closing achievement gaps. In 2012, she was awarded a Lynch Leadership Academy Fellowship and in 2013, the Boston Globe rated her school the "#1 Dream School in Massachusetts." Through work with the Northeast Foundation for Children and The Leadership Collaborative, Sarah has consulted on improving instruction at the classroom, school, and district level. She is a co-author of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning with Elizabeth A. City, Richard F. Elmore, and Lee Teitel. Sarah is also contributing author to Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning, edited by Kathryn Parker Boudett and Jennifer Steele (Harvard Education Press, 2007), and Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane (Harvard Education Press, 2005).

Shauna Brown Leung is an Ed.D. candidate at the Harvard Graduate School of Education in the Education, Policy, Leadership, and Instructional Practice concentration. She studies learning among adults in schools who are doing the work of school improvement. Leung enjoys facilitating learning across cultural and organizational boundaries. As a consultant, she uses instructional rounds to identity adaptive changes that are likely to lead to benefits for all students. Previously, in roles which included teacher leader, district reform coach, program developer and researcher, Leung improved organizational supports for teachers as they enacted college readiness related reforms. She has published essays on the mindstepsinc blog and in the forthcoming Summer 2016 issue of the Harvard Educational Review.

Enrollment

Enrollment Instructions

Identify Your Team Coordinator

  • Before beginning the application process, you will need to identify a team coordinator.
  • The coordinator will be the primary point of contact during the application process and preparation for the program.
  • The coordinator does not need to attend the program and will have the opportunity to indicate if they will be attending during the application process.

The Application Process

There are two parts to the application process:

  1. A team application to be completed once by the coordinator.
    Please note that the team coordinator should only complete one application in total.
  2. A team member application to be completed by each member of your team.
  • In order for your team to be considered for review by the admissions committee, each team member will need to complete the team member application. The coordinator will receive a link to the team member application once the team application is complete.
  • Once started, the team application must be completed in a single session. It should take 15–20 minutes to complete.
  • A list of required questions will be provided at the beginning of the team application.
  • When your coordinator is ready to complete the team application, it can be accessed by continuing to the next page.
Fees, Hotel Accommodations, and Policies

The comprehensive tuition includes all instructional materials and refreshments. Participants receive a certificate of participation and a letter confirming clock hours of instruction.

Payment or a purchase order must be received within thirty days of program acceptance and prior to the program start. Participants are responsible for their own travel expenses. While a purchase order confirms a reservation, an outstanding balance is maintained until payment is rendered. If funds are unable to be processed within these guidelines, a documented payment plan is to be sent via mail, e-mail, or fax, and received two weeks prior to the program start date.

Please click here for more information on hotel accommodations for on-campus programs.

Please click here for more information on our on-campus and online refund and withdrawal policies. If you have any additional questions or concerns about your ability to participate, please contact our admissions team at ppe@gse.harvard.edu or 1-800-545-1849.

The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.


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