Module 12.2 by

G2 - Quote

2025-08-04 14:14:29 UTC

"When teams of educators believe they have the ability to make a difference, exciting things can happen in a school."

Rebecca, Emily, Dante

G2 - Quote

2025-08-04 14:17:10 UTC

"Instructional rounds sits at the intersection of three current popular approaches to the improvement of teaching and learning—walkthroughs, networks, and district improvement strategies." (p. 4)

Rebecca, Emily, Dante

G2 - New Thinking about Instructional Leadership

2025-08-04 14:19:53 UTC

In the article, New Thinking about Instructional Leadership, there were a few takeaways that blend with our instructional visions. Group 2 aspires to nix the 'one size fits all approach' and have a strategic and organized way of hiring and placement in classrooms/ school. Having strong, organized, and clear leadership has a direct impact on student learning. Leaders that want a positive impact and growth in student success must be strong organizational managers.

Rebecca, Emily, Dante

G2 - Quote

2025-08-04 14:21:41 UTC

"What does it mean to be a strong organizational manager? Strong managers develop the organizational structures for improved instruction more than they spend time in classrooms or coach teachers. Strong organizational managers are effective in hiring and supporting staff, allocating budgets and resources, and maintaining positive working and learning environments" (p. 67)

Rebecca, Emily, Dante

G2 - New Thinking about Instructional Leadership

2025-08-04 14:32:34 UTC

The authors of 'New Thinking about Instructional Leadership' make the assumption that principals and leadership teams in schools have enough funding and resources to enact their school wide vision. With the current political climate funding is basically disappearing from budgets all over the united states. The authors of this article did not take into consideration that schools are functioning on less and needing more.

-Rebecca, Emily, Dante

G2 - Instructional Rounds in Education

2025-08-04 14:38:53 UTC

In the article, Instructional Rounds in Education, it is said that teacher knowledge, content rigor, and student engagement are the only elements of the instructional core that can be changed to improve learning. However, it could be argued that there are other components that shape the conditions in which learning occurs, making it difficult to improve outcomes even when the instructional core is addressed. Systemic barriers can significantly limit the effectiveness of instructional improvements. Examples of systematic barriers include disadvantages faced by minority students, students with disabilities, and schools with limited funding. These inequities create challenges that cannot be solved solely by focusing on changes within the instructional core.

Rebecca, Emily, Dante

G2 - The Power of Collective Efficacy

2025-08-04 14:41:47 UTC

In The Power of Collective Efficacy, it's easy to support and resonate with it as there is a true and direct impact on student achievement. Collective Efficacy is an action that reflects togetherness, growth and meaning within schools. We agree that collaboration and shared beliefs make a noticeable difference in student development. It is something that requires buy in from teachers/leaders and being intentional on how to go about specific operations with the sole focus being improvement of the school for the betterment of the students.

Rebecca, Emily, Dante

G3 (Allison, Jacqueline, John)- Qoute

2025-08-04 17:29:25 UTC

"School leaders can have a tremendous effect on student learning through teacher hiring, assigning, retention, and creating opportunities for teachers to improve…providing supports and resources to be successful in the classroom." (p.67)

The efficacy of a principal's organizational management skills consistently predicts student achievement growth. (p.67)

Strategic principals do not have a one-size-fits-all approach to supporting teachers. (p.69)

G3 (Allison, Jacqueline, John)

2025-08-04 17:43:52 UTC

We agree that collective efficacy, shared efforts, a unified vision, and common language play a significant role in fostering a positive culture. These elements not only strengthen mutual confidence among team members but also directly enhance student learning and achievement. When everyone shares the same language and vision, each individual is motivated to contribute their best efforts, leading to improved performance and better overall results.
Instructional rounds calls for creating meaningful, collaborative professional learning (direct influence) while New Thinking about Instructional Leadership implies creating structures that leverage on teachers working conditions, distributed leadership that enhances instructional quality (indirect influence) While both may differ, we believe and agree that those are both needed quality of leadership thats needs to be developed by the principals.

G1 (Alexis, Elisabeth, Faraday, Max)

2025-08-04 21:42:25 UTC

Horng and Loeb assume that school leaders have enough support from other administrators to allocate administrative tasks and focus on being instructional leaders as well. City, Elmore, Fiarman, and Teitel assume that coherence is quick and easy to implement, disregarding the challenges of group dynamics. Donohoo, Hattie, and Eels assume that the belief of success is enough to push people in the right direction, leaving a lack of clarity in areas for growth. - Elisabeth, Faraday, Max, Alexis

Gr 1 (Alexis, Elisabeth, Faraday, Max)

2025-08-04 21:48:35 UTC

We agree with the call to have principals take on a less narrow role, where they can support teachers with more depth and to allocate resources with intentionality from Horng and Loeb. We like the way that leadership is spread and shared amongst many. We agree with Donohoo, Hattie, and Eels focusing on dialogue. - Elisabeth, Alexis, Faraday, Max)

Gr 1- (Alexis, Elisabeth, Faraday, Max)

2025-08-04 21:54:23 UTC

We argue against Horng and Loeb's assumption that structural changes alone will be sufficient without simultaneously addressing deeper issues like trust building in the school culture. Instead of redefining new roles, we should focus on strengthening systems in place to see if they really work. We argue with the concept of collective efficacy, as sometimes schools "talk the talk" about this, but don't "walk the walk". Even with shared language, we need to make sure that follow through is shown through actions. We argue that observations need to be intentionally warm. We argue that collective efficacy is only feasible with discussion norms and structures so that teachers do not just keep repeating frustrations or biased points of view. - Elisabeth, Alexis, Faraday, Max

Gr1 (Alexis, Elisabeth, Faraday, Max)

2025-08-04 21:58:30 UTC

We aspire to take steps to create a culture and structured system to help the school run. We aspire to be more organized and put our minds to being intentionally structured.

In response to City, we aspire to create a learning community where learning rounds are continually embedded into the school culture to further a common vision.

We aspire to collaborate and focus on learning as a process, instead of as an outcome. Focusing on methods and open-mindedness.

We are inspired by the idea of "learning to do the work by doing the work", rather than just allocating. We want to get into the nitty gritty and be hands-on in our practice as instructional leaders. - Elisabeth, Alexis, Faraday, Max

G3 Quote (Allison, Jacqueline, John)

2025-08-04 23:11:18 UTC

“The idea behind instructional rounds is that everyone involved is working on their practice, everyone is obliged to be knowledgeable about the common task of instructional improvement, and everyone's practice should be subject to scrutiny, critique, and improvement.” (p. 5)

G3 (Allison, Jacqueline, John)

2025-08-04 23:27:30 UTC

Drawing on Hornig & Loeb (2010), we aspire to create an environment where teachers share leadership and drive instructional improvement. With this might come training for new principals that would include both organizational management and instructional leadership practices. The idea of instructional rounds that City et al. (2009) discusses aligns with the desire to foster shared understanding and a commitment to growth that we noted in our instructional visions. The levels of trust that must exist for collective efficacy (Donohoo et al., 2018) to take place is aligned with our wish for cultivating a positive school culture.

G3 (Allison, Jacqueline, John)

2025-08-04 23:39:55 UTC

We notice the tension between the belief that organizational management is more important that Hornig & Loeb state with the stance City et al. takes by stating principals should be engaged in the observation process. We wonder if principals can truly improve without some form of engagement in the classroom practice. With this, we recognize that not all schools have the structures in place that would effectively support distributed leadership and that there could be negative effects on the school culture if a principal is not visible during the school day. Our concern with instructional rounds is that they risk becoming performative if they are not deeply embedded in the school culture, with norms for critiquing other teachers. We also recognize that building collective efficacy would take considerable time and more work than just a believing shared mission.

G3 Quote (Allison, Jacqueline, John)

2025-08-05 00:19:33 UTC

"When efficacy is present in a school culture, educators' efforts are enhanced—especially when they are faced with difficult challenges. Since expectations for success are high, teachers and leaders approach their work with an intensified persistence and strong resolve."

G3 (Allison, Jacqueline, John)

2025-08-05 00:22:49 UTC

City et al. (2009) assume that improving teaching and learning requires a shared, disciplined practice of observation, analysis, and collaboration among educators. Hence, shared observation and language around instruction are necessary for school improvement. A process focused on shared observation around instructional tasks is the best way to improve a school.