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One persistent challenge in education is the tendency toward isolation. As a former teacher and tech coach, I've witnessed firsthand how classroom doors can become barriers, limiting collaboration and shared learning. This isolation hinders professional growth and prevents us from leveraging the collective wisdom of our colleagues. While circumstances and experiences shape our practices, the traditional model of isolated teaching needs to evolve.
My early teaching career presented me with some unique challenges that, in retrospect, significantly shaped my approach to classroom management and collaboration. My first "real" art classroom was directly across from the principal's office, meaning frequent and often unscheduled visits. In another position, I served as the school's technology coach and coordinator {as well as assistant principal}, teaching computer science while also providing tech support to other teachers and the school's technical infrastructure. This meant my classroom was a constant hub of activity, with teachers regularly popping in for assistance or advice. The door was always open, and my classroom was in a perpetual state of flux. While I can't definitively say whether those experiences and environment caused me to develop an open-door policy, these early experiences fostered a collaborative and transparent approach to my teaching practice. The constant interaction and visibility normalized sharing and collaboration, making me more comfortable with open communication and a flexible learning environment.
My introduction to instructional rounds wasn't a formal process but an organic evolution. Early in my career, at the school where I wore many hats, my principal experimented with replacing traditional grade-level meetings with classroom observations – a sort of proto-instructional round. While this initial attempt encountered some hurdles, it planted a seed: I realized the immense value of seeing my colleagues teach in their classrooms and witnessing their authentic practice firsthand. This experience sparked a deep appreciation for the learning potential of peer observation and laid the groundwork for my later involvement with more structured instructional rounds. Even with a few challenges and missteps, I realized the immense potential of teachers working together. The example of a fourth-grade teacher supporting a third-grade teacher in math to address curriculum gaps was particularly illuminating, and it sparked my commitment to collaborative professional development.
Years later, I discovered the formal concept of instructional rounds, a practice already prevalent in the medical profession, by reading an article on A+ Best Practices Center and Edutopia (which has written several articles on this practice). Medical residents learn by shadowing experienced physicians, observing bedside manners, patient intake, and diagnostic procedures in a judgment-free zone. Before I researched this concept, my only real introduction to this way of teaching or learning was through my own medical experiences or my addiction to Grey's Anatomy. I thought to myself, “Self. Why can't we all replicate this model in education?”
While student teaching provides an initial taste of collaborative learning, the real power comes from continuous, peer-to-peer professional growth within a school or district. Instructional rounds offer precisely this sustained, context-specific, and authentic learning, going far beyond what generic webinars or conferences can provide.
Despite any initial imperfections, my fascination with exploring new meaningful practices has motivated me to implement instructional rounds in various contexts. As the Regional Arts Forum “specialist” for Erie 2 BOCES in Western New York, I facilitated traveling instructional rounds for K-12 art teachers. Recognizing the often-isolated nature of their roles, these visits allowed art teachers from different grade levels to observe diverse classrooms, including those utilizing Teaching for Artistic Behavior (TAB), across various rural districts. This meant we traveled from building to building and from district to district. It was inspiring to witness this unfold as elementary art teachers gained insights into high school art curricula while high school art teachers learned about foundational concepts. This cross-level observation broadened perspectives and fostered a sense of community.
I will always fondly recall the day several of us walked into one middle school art room. A sixth-grade student exclaimed, "That sure is a lot of substitute teachers!"
Unfortunately, the COVID-19 pandemic disrupted this impactful program. A few years later, I revisited the idea in a new role.
As Supervisor of Instructional Technology for the Buffalo City School District, I've revived this concept as "instructional technology coaching rounds." Given the district's 65 unique schools and the dispersed nature of our tech coaches, these are also traveling rounds, but this time, we visit one another from school to school within one district. The Instructional Technology Coaches not only learn about diverse student programs but also gain an understanding of each school's culture and history. For example, a visit to Lafayette International High School, which has 40-plus different languages and focuses on portfolio-based assessments, provided insights into language acquisition through cinematography.
These experiences have been valuable, providing opportunities to engage in real-world situations and collaboratively address practical challenges. A key question we face is how to implement traveling instructional rounds effectively. Building strong relationships is paramount. Just as Rita Pierson emphasizes the importance of student-teacher connection for learning, the same holds true for adults. Therefore, voluntary participation is crucial. This can be achieved by starting small, identifying willing participants, and fostering a safe environment that encourages vulnerability and risk-taking.
Although new, I would like to share with you some mid-year findings. Our Instructional Tech Coaching Traveling Instructional Rounds follow a structured approach:
Norms: We establish explicit norms for participation and observation.
We establish explicit norms for participation and observation, some predetermined and others determined on the day of the round. Pre-set norms include maintaining a non-judgmental environment and dedicating time for reflection. On-the-day norms are collaboratively decided based on the context. For example, if you actively coach a teacher, we will discuss whether you prefer us to contribute to the conversation or remain solely as observers.
Scheduling: Coaches choose the most convenient time for visits.
After gathering a list of interested volunteers, I created a shared Google Spreadsheet calendar for each Instructional Technology Coach to select one visit date per month. Coaches were asked to include the school address, grade level, and an estimated timeframe (morning or afternoon). Once all slots were filled, calendar invitations were sent to hold those times. Approximately one week before the visit, the Instructional Technology Coach finalized any last-minute details and added them to the shared spreadsheet, along with information about what to expect during the visit.
Welcome & Tour: We begin with a general conversation and a tour of the school, often led by the host coach.
Each visit begins with a welcome conversation and a guided tour of the host school, led by the resident instructional technology coach. Because these are traveling coaching rounds, this tour provides valuable context for visiting coaches and showcases the school's facilities, technology infrastructure, and unique learning environment. For example, during one visit, a high school principal shared insights into his school's unique culture and student body within the Buffalo Public School District, further enriching the coaches' understanding.
Problem of Practice/Authentic Experience. Following the school tour, the coaches collaboratively determine the focus of the visit, which may involve exploring a problem of practice or observing a specific teaching/coaching strategy in its authentic context. This provides a valuable learning experience for all participants. The level of participation expected from visiting coaches is clarified. The host coach completes their portion of a shared planning document before the visit. Notes are taken discreetly to allow for natural observation and discussion.
Reflection. Each visit concludes with a debriefing session where coaches share observations, insights, and reflections on the observed practices and identified problem of practice. This collaborative reflection includes offering the host coach concrete suggestions and actionable insights.
The overwhelmingly positive feedback is a testament to the dedication of our six instructional technology coaches who volunteered for this pilot program. These rounds have provided a renewed sense of purpose, fostered collaboration, and empowered educators to learn from one another. We are only as strong as the community we build, and I'm excited to gather their collective feedback at the end of this inaugural year to strengthen the program further.
If you have any questions about our instructional technology coaching rounds or would like to learn more, please don't hesitate to contact me.
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