Tuition: $3,250 per person
Application Deadline: March 18, 2016
Instructional Rounds introduces educational leaders to the key principles and practices of an effective, classroom-oriented approach to observing, analyzing, and improving teaching and learning.
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, districts, and state systems support high-quality teaching and learning for all students. Instructional Rounds strategically connects school, district, and state efforts with improvements at the instructional core and builds collaborative networks of educators who learn from one another about improving teaching and learning.
In addition to sessions where you will work closely with Harvard faculty, you will also visit multiple real-world classrooms where you can apply effective protocols and build your skills around the practice of instructional rounds. As a participant, you also will consider how to integrate these elements into your own improvement process.
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.
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.
After the program, your team will begin implementing the skills and protocols learned while on campus. To support your work, we will host a post-program online community. The Instructional Rounds Learning Community will provide resources for each stage and element of your IR implementation. There will be a discussion forum and drop box to share work, and to get support and feedback from your new network of IR colleagues.
“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.”
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.
Lee Teitel is lecturer on education and director of the School Leadership Program at HGSE. He directs the Masters Level School Leadership Program and was the founding director and then faculty senior associate of the Executive Leadership Program for Educators, a five-year collaboration of Harvard's Graduate School of Education, Business School, and Kennedy School of Government that focused on bringing high quality teaching and learning to scale in urban and high need districts.
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).
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.
The Application Process
There are two parts to the application process:
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.
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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 firstname.lastname@example.org 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.