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Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning 6th Edition
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Walk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms—much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before—educate all students to high levels—yet we don’t know how to do that in every classroom for every child.
Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.
- ISBN-101934742163
- ISBN-13978-1934742167
- Edition6th
- PublisherHarvard Education Press
- Publication dateApril 1, 2009
- LanguageEnglish
- Dimensions7.25 x 0.75 x 9.25 inches
- Print length232 pages
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Editorial Reviews
Review
“In instructional rounds, the front-line work of improving classroom practice becomes everyone’s work. Drawing upon their experience in thousands of classrooms across the country, the authors provide clear direction to teachers, principals, central-office staff, superintendents, and others interested in forming school- or district-based networks with a laser-like focus on instruction. Instructional Rounds in Education is a powerful resource for anyone interested in working smarter to make instruction effective for all students.” — Larry Leverett, executive director, Panasonic Foundation
“At last, we have a book that moves school and district leaders closer to the classroom. The authors challenge the myth of leadership as an isolated, hierarchical exercise focused on grand plans and visions and bring us back where we belong—amid the complex reality of students’ and teachers’ daily lives. Full of practical, specific, and compelling evidence, Instructional Rounds in Education will have a profound influence on educational leaders who are willing to invest the time to observe, listen, and learn.” — Douglas B. Reeves, founder, The Leadership and Learning Center
“By sharing real-life vignettes, the authors carefully detail the utilization of instructional rounds as a systematic and collaborative process to engage educators in meaningful reflections about what occurs daily in classrooms. Applause to City, Elmore, Fiarman, and Teitel for providing a step-by-step approach that will yield significant results for colleagues who choose to network and grow together.” — Deborah S. Delisle, State Superintendent of Public Instruction, Ohio Department of Education
From the Back Cover
“Listen up! Instructional Rounds redefines the teaching profession. There is no other book on school improvement like it. This is a powerful, specific, accessible treatment of what it means to get in the classroom in order to make a difference in the daily lives of teachers and their students.” — Michael Fullan, Ontario Institute for Studies in Education, University of Toronto
“In instructional rounds, the front-line work of improving classroom practice becomes everyone’s work. Drawing upon their experience in thousands of classrooms across the country, the authors provide clear direction to teachers, principals, central-office staff, superintendents, and others interested in forming school- or district-based networks with a laser-like focus on instruction. Instructional Rounds in Education is a powerful resource for anyone interested in working smarter to make instruction effective for all students.” — Larry Leverett, executive director, Panasonic Foundation
“At last, we have a book that moves school and district leaders closer to the classroom. The authors challenge the myth of leadership as an isolated, hierarchical exercise focused on grand plans and visions and bring us back where we belong—amid the complex reality of students’ and teachers’ daily lives. Full of practical, specific, and compelling evidence, Instructional Rounds in Education will have a profound influence on educational leaders who are willing to invest the time to observe, listen, and learn.” — Douglas B. Reeves, founder, The Leadership and Learning Center
“By sharing real-life vignettes, the authors carefully detail the utilization of instructional rounds as a systematic and collaborative process to engage educators in meaningful reflections about what occurs daily in classrooms. Applause to City, Elmore, Fiarman, and Teitel for providing a step-by-step approach that will yield significant results for colleagues who choose to network and grow together.” — Deborah S. Delisle, State Superintendent of Public Instruction, Ohio Department of Education
Elizabeth A. City is Director of Instructional Strategy at the Executive Leadership Program for Educators at Harvard University and is a faculty member at Boston’s School Leadership Institute. Richard F. Elmore is the Gregory R. Anrig Professor of Educational Leadership at Harvard University. Sarah E. Fiarman is the acting principal of the Martin Luther King, Jr. School in Cambridge, Massachusetts. Lee Teitel is faculty senior associate of the Executive Leadership Program for Educators at the Harvard University
About the Author
Product details
- Publisher : Harvard Education Press; 6th edition (April 1, 2009)
- Language : English
- Paperback : 232 pages
- ISBN-10 : 1934742163
- ISBN-13 : 978-1934742167
- Item Weight : 14.7 ounces
- Dimensions : 7.25 x 0.75 x 9.25 inches
- Best Sellers Rank: #96,441 in Books (See Top 100 in Books)
- #151 in Education Administration (Books)
- #263 in Educational Certification & Development
- #7,356 in Reference (Books)
- Customer Reviews:
About the authors
Elizabeth A. City is Senior Lecturer on Education at the Harvard Graduate School of Education (HGSE), where she is Executive Director of Reach Every Reader and previously served as Director of the Doctor of Education Leadership (Ed.L.D.) Program. Liz has served as a teacher, instructional coach, principal, and consultant, in each role focused on helping all children, and the educators who work with them, realize their full potential. She is currently focused on developing successful readers and strategic leaders in equitable, learning-rich environments. She has authored and co-authored several books for educators, including: Meeting Wise; Data Wise; Strategy in Action; Instructional Rounds in Education; Resourceful Leadership; and The Teacher’s Guide to Leading Student-Centered Discussions.
Liz holds an A.B. in History and Literature from Harvard University, an M.A.T. in English from Brown University, and an Ed.D. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. Her favorite childhood book was Anne of Green Gables.
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Lee Teitel is Associate Professor of Masters and Doctoral level programs in Educational Leadership at the University of Massachusetts. Teitel has been a researcher, writer, consultant, speaker, and professional development school advocate since 1989. His work focuses on PDS start-up, institutionalization, and impact issues; new leadership roles in PDSs for teachers and principals; and the development and implementation of national standards for PDSs. He has led workshops and presentations at AACTE and AERA and written numerous articles and monographs on these topics, including two PDS literature reviews and a handbook for the NCATE PDS Standards Project and booklets on governance and documenting PDS impacts for AACTE.
Sarah E. Fiarman consults with schools, districts, and non-profits to build powerful learning communities. She helps educators develop teacher leadership, examine teaching and learning through instructional rounds, address unconscious biases, and focus urgently on increasing educational equity for all children, particularly children of color and other populations historically under-served by schools.
A former public school teacher and principal, Sarah is the author of Becoming a School Principal: Learning to Lead, Leading to Learn (Harvard Education Press, 2015) and a coauthor of Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Sarah is also a contributing author of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning and Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning.
While teaching, Sarah was a National Board Certified Teacher, Responsive Classroom Consulting Teacher, and trained facilitator with Seeking Educational Equity and Diversity. As a principal she was awarded a Lynch Leadership Academy Fellowship through Boston College and in 2013, the Boston Globe rated her school the "#1 Dream School in Massachusetts." She served as Lecturer and Director of Field Placement in the School Leadership Program at Harvard Graduate School of Education where she also co-led the faculty group discussing race and racism. She received her EdD from Harvard Graduate School of Education in Administration, Planning, and Social Policy.
Photo credit: Romana Vysatova
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