Fall 2013 and Spring 2014
If you would like information on the next session, please request a brochure and we will let you know when the program opens for enrollment.
What You Will Learn
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.
- 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, district and state levels
Who Should Attend
- Schools, districts and state agencies are encouraged to 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 encouraged to include classroom teachers
Elizabeth City is Lecturer on Education and Executive Director of the Doctor of Education Leadership Program at the Harvard Graduate School of Education. City helps educators improve teaching and learning through leadership development, the strategic use of data and resources, and through instructional rounds networks. Prior to joining HGSE, she served as a teacher, instructional coach and principal.
Richard Elmore is the Gregory R. Anrig Professor of Educational Leadership at the Harvard Graduate School of Education. He is also the Director of the Consortium for Policy Research in Education—a group of universities engaged in research on state and local education policy, funded by the U.S. Department of Education. He is currently exploring how schools of different types and in different policy contexts develop a sense of accountability and a capacity to deliver high-quality instruction. Elmore has held positions with the Department of Health, Education and Welfare and the U.S. Office of Education as well as several government advisory positions at the city, state and national levels.
Lee Teitel is Lecturer on Education for 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.
Instructional Rounds is an application based program. Applications are accepted on a rolling basis and reviewed by the admissions committee. To maximize the learning experience, the institute aims to bring together as diverse a group as possible. Applicants are responsible for submitting supplemental materials with their online application. You will be asked to upload a single MS Word or PDF document that includes one paragraph answers to the following questions:
- Provide a brief statement that describes your improvement strategy, specifically how it links to professional development initiatives, instructional improvement and student achievement in your school and/or district.
- How many team members will be attending this program? What are their names and their respective roles and responsibilities?
- Please describe the level of experience your team has with Instructional Rounds, including the team’s relationship with any larger district, network or school-based initiatives or efforts related to implementation of Rounds practices. (750 word limit)
Payment is due within 30 days of acceptance into the program. If acceptance into the program falls less than 30 days prior to program start date, payment is due upon acceptance.
The comprehensive program fee includes tuition, instructional materials and refreshments. Participants receive a certificate of participation and a letter confirming clock hours of instruction.
Payment or a purchase order is due 30 days after acceptance. Participants are responsible for their own travel expenses.
Hotel accommodations are made available to participants at a reduced rate. Detailed program information and accommodation options will be provided to all admitted participants. The Harvard Graduate School of Education is not responsible for non-refundable travel arrangements or other planning expenses incurred. We recommend that you not make lodging and travel arrangements until you are admitted to the program.
Cancellations must be submitted via fax or email. Full refunds will be given up to 30 days prior to the start of the program. Due to program demand and pre-institute preparations, cancellations received 29–14 days prior to the start of the program are subject to a fee of 10% of the program tuition. Cancellations received within 13 days prior to the start of the program and no-shows are subject to the full program tuition. Please note: cancellation fees are based upon the date the written request is received.
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.
The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to age, race, religion, sex, sexual orientation, gender identity, marital status, handicap, national origin, or any other factors that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities.