The definitive, step-by-step guide for conducting teacher rounds!
It’s a revolutionary idea: rather than working in isolation, teachers have much to learn from each other. With teacher rounds, educators share insights and grow professionally, benefitting from the peer learning common in other demanding fields. This invaluable book dives into the details of implementing a successful teacher rounds program, and provides a complete and practical step-by-step plan.
Written by two respected pioneers of the teacher rounds movement, this resource is especially useful for school leaders and rounds facilitators. Readers will learn how to
- Realize the potential of teacher rounds as a strategy for Common Core implementation
- Develop rounds facilitation techniques through vignettes, video clips, and group learning exercises
- Create positive, empowering teams that lift both instruction and student performance
Tap into the knowledge and best practices present throughout this helpful book, and see how your teacher rounds program can thrive!
See Vivian and Katherine′s Presenter Profile Here!VIVIAN TROEN and KATHERINE C. BOLES
Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Troen and Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nation’s first professional development schools to link colleges and public schools in partnerships for the preservice education of teachers as well as the ongoing professional development of veteran teachers.
They are the authors of Who’s Teaching Your Children: Why The Teacher Crisis is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003) as well as numerous articles and book chapters on teachers and teaching. Most recently they have joined national leaders of professional organizations of educators, state education agencies and universities in the Teacher Leadership Exploratory Consortium, convened by the Educational Testing Service (ETS) to develop model national standards for teacher leadership.
Troen co-directs the Induction Partnership Initiative at Brandeis University, guiding schools in developing the capacity to support new teachers. She also leads school administrators in regularly scheduled online, networked seminars investigating a wide range of issues surrounding induction practices and professional development for new and experienced teachers.
See Katherine and Vivian′s Presenter Profile Here! VIVIAN TROEN and KATHERINE C. BOLES
Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Troen and Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nation’s first professional development schools to link colleges and public schools in partnerships for the preservice education of teachers as well as the ongoing professional development of veteran teachers.
They are the authors of Who’s Teaching Your Children: Why The Teacher Crisis is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003) as well as numerous articles and book chapters on teachers and teaching. Most recently they have joined national leaders of professional organizations of educators, state education agencies and universities in the Teacher Leadership Exploratory Consortium, convened by the Educational Testing Service (ETS) to develop model national standards for teacher leadership.
Boles is a Senior Lecturer on Education and Faculty Director of the Learning and Teaching Masters Degree Program at the Harvard Graduate School of Education. She received her doctorate from Harvard, and her courses examine the latest research on school reform, teacher education, teacher teams, and new forms of teacher leadership.
