Tuition: $3,450 per person
Priority Application Deadline: February 24, 2017
We are currently accepting and reviewing applications as space is available. For consideration, please submit an application at your earliest convenience, no later than March 17, 2017.
Instructional Rounds is a practice to support education leaders and practitioners in developing 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.
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 increase the knowledge and skills of 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 and experienced facilitators of Instructional Rounds 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.
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 and used while on campus.
“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.”
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.
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 Fiarman consults with schools, districts, and non-profits to build powerful learning communities. She helps educators develop teacher leadership, surface and address unconscious biases, examine teaching and learning through instructional rounds, and focus urgently on increasing educational equity for all children, particularly children of color and other populations historically underserved by schools. A former public school teacher and principal, Sarah is the author of Becoming a School Principal: Learning to Lead, Leading to Learn (Harvard Education Press, 2015) and a coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Sarah is also a contributing author of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning and Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning. As a principal, Sarah was awarded a Lynch Leadership Academy Fellowship through Boston College and in 2013, the Boston Globe rated her school the "#1 Dream School in Massachusetts." She served as Lecturer in the School Leadership Program at the Harvard Graduate school of Education where she also co-led the faculty group discussing race and racism. She received her EdD from Harvard Graduate School of Education in Administration, Planning, and Social Policy.
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.
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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.
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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 email@example.com 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.