Instructional Rounds in Action is an invaluable guide for those involved in implementing instructional rounds as the foundation and framework for systemic improvement in schools.
Over the past few years, districts across the United States, Canada, and Australia have begun implementing “instructional rounds,” a set of ideas and practices for advancing systemic, district-wide improvement. But as they do so, practical and theoretical questions arise.
Roberts offers a powerful analysis of how instructional rounds can work “on the ground.” His book weaves together the voices of stakeholders at all levels—teachers, principals, and district personnel—and presents a number of protocols to support instructional rounds.
As John Roberts observes, introducing [instructional rounds] into schools is a culturally disruptive practice. It introduces the powerful countercultural idea that people who work in knowledge-based enterprises should be engaged in continuous learning. Instructional Rounds in Action is a model of how this process of continuous learning and improvement works. — From the foreword by Richard F. Elmore, Gregory R. Anrig Professor of Educational Leadership, Harvard Graduate School of Education
Here is a book that captures all the key facets of putting instructional rounds into practice. Roberts’s identification of the core problems of organizational learning—the problems of frequency, symmetry, and reciprocity—is the first strong contribution to applied instructional rounds that I have seen. — Michael Fullan, OISE/University of Toronto
What a compelling story and journey—one that every district should undertake. Roberts describes the ‘hows’ and ‘whys’ of implementing this powerful approach to continuous improvement, and shows how it challenges adults to improve teaching and learning for every student. — Jayne H. Mohr, associate superintendent, Traverse City (Michigan) Area Public Schools
Rarely have I read a book that gets so quickly and incisively at the fundamental challenges of school improvement. Roberts takes us inside an effort to change the norms and practices of a school system toward providing rigorous instruction for all students, showing us in simple and compelling prose why it is so hard, what progress looks like, and how far we have to go. This powerful book is a must-read for practitioners, researchers, and policy makers alike. — Jal Mehta, assistant professor of education, Harvard Graduate School of Education