|
Student Teacher comments: "...The idea of 'Rounds' is more useful than any USC class
that I have taken before... Being involved and having hands-on
experience has been great!"
"Rounds offer a more personal experience with a smaller group
of people."
"The medical concept of rounds is a brilliant, if not
obvious, way to let prospective doctors view all aspects of
their field. Maybe not quite so obvious is the same idea for
educators."
|
|
Click here to view Rounds
data.
Click here to view findings
from Rounds data.
The "Rounds" model for pre-service and induction
year teachers is being implemented in a select number of
k-12 Professional Development schools in Columbia SC. Rounds
are a type of extended classroom observations where new
teachers and student interns have an opportunity to observe
master teachers at work. The rounds model is being launched
under the direction of Dr. Jane Zenger, director of the
University of South Carolina Teacher Quality Collaborative
and consultant Dr. David Keiser of Montclair State University
in New Jersey. The Rounds Model of Professional Development
was initially described by Del Prete in an article about
the use of rounds as an excellent strategy for pre-service
teachers interested in expanding their vision of classroom
management and pedagogy through visiting multiple classrooms.
He reported that…
The concept of 'rounds' is borrowed from the training
model used in teaching hospitals, in which interns and teaching
doctor together visit patients to review, discuss, and do
research relevant to each case. We have adapted this concept
as part of our overall effort to engage university and school
teachers and prospective teachers in reflective and productive
dialogue on children's learning and corresponding teaching
practice. 1
The "rounds" are different from other student
teaching experiences and professional development activities
in that the intern observations are not restricted to visiting
established coaching teachers. Other experienced teachers
in a school are invited to host a group of interns (or induction
year) teachers for a one-time visit and discussion. Participating
in the rounds encourages reflection and self-evaluation from
both interns and the experienced teachers who host the visit.
One student from USC commented, " I think that during
student teaching, the student teachers have been just hanging
on and trying to learn the basics. A true development comes
with experience and being open to different types of styles.
The rounds provided this experience and I was able to take
small, yet valuable, parts from the experience and use them
in my own way."
Just prior to the "rounds", the interns meet with
a university supervisor to receive instructions and a reflection
survey that will be used to help them focus on specific classroom
management techniques and/or classroom routines. During the
observation, the interns and the supervisor sit quietly or
walk around the room. The interns do not participate in the
instruction or interrupt the teacher with questions. After
the observation, the teacher, interns and university supervisor
will adjourn to a debriefing session where they discuss the
experience, ask questions and draw conclusions about effective
teaching techniques.
In the USC model, Arts and Sciences faculty are often involved
in the rounds to provide additional insight about strategies
for teaching content such as life science or poetry. Such
a tripartite may include faculty from the College of Education,
the Arts and Sciences and classroom teachers. A rounds session
usually lasts from 45-60 minutes for the observation and approximately
30 minutes for a debriefing session. This debriefing occurs
immediately after the observation, usually in a conference
area or empty classroom. Teachers who are observed may be
asked to give up a planning session or related arts period
when their students move to classes such as art or music.
It is important for all parties to participate in the debriefing
since the conversation may involve practical questions about
routines and school procedures or more research-based questions
related to "best practices". Over 100 interns have
been involved in the USC rounds and the data response sheets
reveal that the interns have a wide range of interests in
almost every aspect of the classroom including the curriculum
standards that drive the lesson, teaching and assessment strategies,
management styles, and methods for adjusting instruction to
meet the needs of all students. It is interesting to note
that many of the experienced teachers have also asked the
pre-service interns what they might do to improve their teaching.
The interns indicated that it was helpful for them to see
that the experienced teachers were still learning and interested
in finding fresh new ideas to enhance their classroom skills.
The data compiled from the intern reflection sheets and surveys
indicate that the interns appreciate the opportunity to meet
more teachers and experience a number of classroom environments.
A majority of the interns praised the model as a means for
enhancing their clinical experience and opening up new ideas
for finding their personal style. Another positive facet of
the rounds is that through the rounds, the College of Education
is identifying a new cadre of mentor teachers in PDS schools
who are willing to work with pre-service teachers become more
involved in Professional Development School activities. This
data has been shared with USC faculty and coaching teachers
in the PDS schools and is being recommended as a potential
model to strengthen the internships in all 17 PDS schools.
1. "The Rounds Model of Professional
Development" by Thomas Del Prete appeared in From the
Inside, Fall 1997, Number 1
Click here to view Rounds
data.
Click here to view findings
from Rounds data.
|
