The History and Progression of Manual Rounds: A Structured Peer Observation Process for Teachers in Urban School Settings

Research shows that half of all teachers working in urban school settings leave the profession within five years, and many who choose to leave are the ones who are most effective (Coggins & Diffenbaugh, 2013.) Manual Rounds, a structured peer observation process based on the established practice...

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Bibliographic Details
Published in:School-university partnerships 2017-04, Vol.10 (1), p.6-14
Main Authors: Hunzicker, Jana, Tripses, Jenny, Wolffe, Robert, Jenkins, Taunya, Ewan-Skorczewski, Martha, Chrosniak, Patricia
Format: Article
Language:English
Subjects:
At risk students
Beginning Teachers
Case Studies
Classrooms
Collaboration
College professors
Communities of Practice
Counseling services
Educational Development
Educational Environment
Educational History
Educational leadership
Elementary Secondary Education
Faculty Development
Health sciences
Learning
No Child Left Behind Act 2001-US
Observation
Observational Learning
Peer Groups
Peers
Performance Factors
Professional development
Professional Development Schools
Program Implementation
School districts
Student retention
Teacher education
Teacher Improvement
Teaching
Teaching Methods
Training Methods
Urban Schools
Verbal communication
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Summary:Research shows that half of all teachers working in urban school settings leave the profession within five years, and many who choose to leave are the ones who are most effective (Coggins & Diffenbaugh, 2013.) Manual Rounds, a structured peer observation process based on the established practice of instructional rounds, was implemented at Manual Academy in 2010 to strengthen teaching practices and enhance student learning experiences in the classrooms of teachers new to an urban school setting. Project improvements were made incrementally over three years' time, with a different Manual Rounds model launched in the fourth year. This article offers an overview of instructional rounds before describing the history and progression of Manual Rounds from various stakeholder perspectives including administrators, experienced teachers, new teachers, and Bradley PDS facilitators. We believe the case study shared in this article will offer other school-university partnerships insight and ideas for designing and implementing their own instructional rounds processes.
ISSN:1935-7125