# data[].attributes.body
Finally, because rounds are about the instructional core, when my colleagues and I are in classrooms we focus on the
interactions among teachers, students, and content.

# data[].attributes.body
Observers don't have rubrics to guide them because they are gathering descriptive data rather than assessing against a rubric. But do have focus questions related to the problem of practice.

# data[].attributes.body
In the section on "Why Do Instructional Rounds?" it was noted that making rounds helped grow student achievement. They believed they could take student and adult learning to the next level, but they weren’t sure how to do it. Rounds have helped them build on earlier improvement efforts."
How are our rounds going to help us build on what we are already doing?

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"...a result of participating in rounds is a shift of attention from the teacher to the students and the tasks they’re engaged in." 

# data[].attributes.subject
"...a result of participating in rounds is a shift of attention from the teacher to the students and the tasks they’re engaged in." 

# data[].attributes.headline
"Observers don't have rubrics because they're gathering descriptive data rather than assessing against a rubric" "Observers are detectives, not inspectors."

# data[].attributes.subject
"Observers don't have rubrics because they're gathering descriptive data rather than assessing against a rubric" "Observers are detectives, not inspectors."

# data[].attributes.body
"Observers don’t have rubrics to
guide them because they’re gathering descriptive data rather than assessing against a rubric."
"The problem of practice acts as a filter. In classrooms, observers don’t pay attention to all the things they think are important. For example, if the problem of practice is about higher-order thinking skills, observers try to ignore how well students are
behaving, what is or isn’t on the walls, or whether the teacher wrote the objective on the board. Observers also don’t do an implementation check on
a given strategy. They’re detectives, not inspectors."

# data[].attributes.headline
Observers don’t tell the observed what to do next to improve. However, observers do think about “the next level of work” or what the school or district could do to make progress in a problem area.

# data[].attributes.subject
Observers don’t tell the observed what to do next to improve. However, observers do think about “the next level of work” or what the school or district could do to make progress in a problem area.

# data[].attributes.body
For walk-throughs I feel it is vital and important that we as colleagues are not judging or scoring, but merely asking the question of, "what is the next level?"  We need to reflect more of how we as a school are having our students engage, reflect, and apply.
"When you hear something judgmental—such as,“The teacher talked too much” or “The
questions were mostly low level”—ask
“What’s the evidence?” When you hear something general—such as “The teacher asked lots of questions”—ask for specificity, for instance, “What were some specific questions the teacher asked?”
We need to evaluate our questions, our plans, our lessons, rather dote on the style of another teacher. How can we support our students with higher order thinking skills without evidence for teachers? We need to supply colleagues with examples of where they stated a question that could have been more student led/student driven. As teams, we need to plan lessons where student collaboration is driven and effective.

# data[].attributes.body
"To provide data and inform professional development"

I am hoping that the things that are being observed across the school will be used to help us focus on necessary changes and professional development when/if needed.

# data[].attributes.headline
"In supervision and evaluation, only the person being observed is expected to learn.  I think of this as the difference between looking through a window (supervision/evaluation) and holding up a mirror (rounds). Participants in rounds, particularly teachers,  emphasize the learning they do as observers."  ( I feel our walk through document used was more evaluative of our colleagues, rather than a reflective piece to use for ourselves for learning.)

# data[].attributes.subject
"In supervision and evaluation, only the person being observed is expected to learn.  I think of this as the difference between looking through a window (supervision/evaluation) and holding up a mirror (rounds). Participants in rounds, particularly teachers,  emphasize the learning they do as observers."  ( I feel our walk through document used was more evaluative of our colleagues, rather than a reflective piece to use for ourselves for learning.)

# data[].attributes.body
"A problem of practice focuses on instruction, is observable and actionable, connects to a broader strategy of improvement, and is high leverage....They (observers) try to unlock the mystery of why the school is stuck, why this problem of practice persists, and what might help the school get unstuck."

My question is who is going to determine these "problems of practices"? And how to we have conversations across the school where groups feel like their concerns are being heard and the conversation is productive?

# data[].attributes.body
"In supervision and evaluation, only the person being observed is expected to learn. I think of this as the difference between looking through a window (supervision/evaluation) and holding up a mirror (rounds)."

# data[].attributes.body
"Students may simply be doing more of something or following the teacher's example rather than really using their minds."

# data[].attributes.headline
"Finally, because rounds are about the instructional core, when my colleagues and I are in classrooms we focus on the interactions among teachers, students, and content." 

# data[].attributes.subject
"Finally, because rounds are about the instructional core, when my colleagues and I are in classrooms we focus on the interactions among teachers, students, and content." 

# data[].attributes.body
This focus on "we" means that peers learn to hold one another accountable, individually and collectively.

# data[].attributes.headline
"Instructional rounds are a disciplined way for educators to work together to improve instruction 

# data[].attributes.subject
"Instructional rounds are a disciplined way for educators to work together to improve instruction 

# data[].attributes.headline
"Rounds are about understanding what's happening in Classrooms, ....... we can move closer to producing the learning we want to see

# data[].attributes.subject
"Rounds are about understanding what's happening in Classrooms, ....... we can move closer to producing the learning we want to see

# data[].attributes.headline
Teachers learn by observing, not by being observed. 

# data[].attributes.subject
Teachers learn by observing, not by being observed. 

# data[].attributes.body
"Rounds are not about "fixing" individual teachers. Rounds are about understanding what's happening in classrooms, how we as a system produce those effects, and how we can move closer to producing the learning we want to see."