Discussing Instruction with Your Teachers: A How To

Discussing Instruction with Your Teachers: A How ToDr. Richard MacheskyAssistant Superintendent for Secondary Instruction Troy Schools

Learning Objectives The audience will identify an important

component regarding instruction in their building.

The audience will be introduced to instructional rounds and be given several items for further consideration.

Who owns instruction in your school?

Current Reality How is time spent in

conversation with your teachers?

StudentsManagementCollegial DiscussionEvaluationPersonal

Problem or Opportunity

Problem or Opportunity? How do we create a system of

practice that allows for: Ownership of instruction Open, honest and impactful

dialogue between professionals Cost effective – “Job embedded

PD” Help manage new legislative

requirements Most importantly – Improve

instruction for the students we serve

Discussing Instruction with Teachers

Instructional Rounds Everyone has a responsibility to work

on improving their own practice as well as the school/district wide responsibility to the improvement of instruction. Everyone’s practice should be subject to scrutiny, critique and improvement.

Current practice among secondary instructional leaders in TSD

On our journey we started with one important question? How do you know what

exceptional instruction looks like when you see it?

To answer this question we dedicated our professional learning to the process of instructional rounds.

How do you know what exceptional instruction looks like when you see it?

Professional learning 90 minutes per meeting

Book study Article Video examples

90 Minutes per month is dedicated to Instructional Rounds

Is your job getting easier?

Instructional Rounds Teams of 3-4 individuals that visit three to four

classrooms for 10-15 minutes at a time and gather information to discuss during a debrief

Debrief takes place immediately following the classroom visits. Usually does not include the teachers that were observed

Visits and debriefs can take on many variations – but key - conversations remain non-judgmental.

What works for you and your situation

Instructional Rounds Make it easy!

Ask your colleagues the important question: How do you know what exceptional instruction looks like when you see it?

Walk the talk Be willing to see the process through!

References Instructional Rounds in

Education: A Network Approach to Improving Teaching and Learning (2009). City, Elizabeth A., Elmore, Richard F., Fiarman, Sarah E. and Teitel, Lee.

Email for PDF articles to be used with colleagues and staff rmachesky2@troy.k12.mi.us