Transcript Well Rounded Teachers: The Efficacy of Rounds in Teacher

Well Rounded Teachers:
The Efficacy of Rounds in Teacher
Education
Jane Zenger, Ph.D.
Joanna Gilmore, M.Ed.
John Payne, M.A.T.
Introduction

NCLB call for “highly qualified teachers”

Research indicates that teachers learn best
by doing (Darling-Hammond, 2007)

Impetus for pre-service field experiences and
internships
Teacher Education Needs at USC
NEED FOR MORE…
 classroom observations during different
phases of the teacher education program
 exposure to a variety of classrooms and
pedagogical practices
 in-depth reflection with Master teachers
Literature Review

Rounds Defined
–
–
Supervised classroom observation followed by open discussion
Based on medical model

Limited information available about effectiveness in teacher education

Available information:
–
–
–
–
–
Useful in demonstrating specific teaching practices, curriculum, or teaching in
specific contexts (Del Prete, 1997)
Useful for discussing exploring the impact of classroom/school culture (Virtue,
2006-2007)
Can evoke rich reflection as individuals from different backgrounds and
perspectives converse (Del Prete, 1997)
Can help teachers connect theory with practice (Thompson and Cooner, 2001)
Opportunity to observe children in special needs and related arts classes (Crews
& Zenger, 2006)
Project Background



USC project to improve clinical
experiences for pre-service
teachers and to provide
support for induction-year
teachers
Conducted in 7 Professional
Development Schools
Identification of
–
–
Master Teacher
master teachers renowned for
pedagogical practices
university faculty and teacher
educators to facilitate discussion
USC Faculty
The Rounds Experience



30-60 minute observation
– Elementary, Middle,
and High schools
– Content area classes,
ESOL classes, special
education classes
30 minute debriefing
session
Follow-up questionnaire
Observation
Debriefing
The Evolution of Rounds:
Who and Where

141 participants across eight years
– Undergraduates and master’s students
20022005
20052009
20092010
Secondary Content
Classes MAT
Middle School
MAT and Undergrads
Elementary
MAT and Undergrads
(Cross Disciplinary
with Arts & Science Faculty)
( AAP, Resource, ESL)
(Master/NBC Resource and
Multi-age Teachers)
Undergrads in course
examining learning
environments
MAT Business Education
Students
Tech. College Students
Comparing culture of two
elementary classrooms
Undergrads in course
examining learning
environments
Comparing two diverse
elementary classrooms
(Resource & Special Ed.
Teachers)
(Induction Year
& Science Lab Teachers)
The Rounds Questionnaire





What do you notice about classroom management and the
structure of the lesson that might facilitate instruction?
What comments and/ or concerns do you have for the teacher
regarding the lesson, classroom management, and/ or
teaching strategy that you observed?
What impressed you most during this session?
Do you think the idea of rounds is a good idea in the
internship?
Please give your feedback to help us refine the use of rounds
for future internships.
Method

Thematic analysis (Aronson, 1994; Boyzatis,
1998)

Quantification of qualitative data (Teddlie &
Tashakkori, 2009)
Perceived Usefulness of Rounds
Category
N
%
132
93.6%
Partially
6
4.3%
No
3
2.1%
141
100.0%
Yes
Total
“Yes! I love rounds
because I get to see so
many different teachers
and I learn SO MUCH
within the 30 min time
frame. I can see the way
teachers use different
assessment methods,
different methods for
getting students back on
task, different teaching
styles, and different
teaching philosophies.
Rounds is a wonderful
idea!”
Beneficial Components of Rounds
Theme
N
%
See diversity of teachers and pedagogical
practices
65
58.0%
Classroom management techniques
16
14.3%
Did not specify
11
9.8%
Good for career changers
10
8.9%
Value of debriefing with master teacher
6
5.4%
Exposure to English Language Learners and
special education students
4
3.6%
112
100.0%
Total
“I love rounds because I get to
see so many different teachers
and I learn SO MUCH within
the 30 minute time frame. I
can see the way teachers use
different assessment methods,
different methods for getting
students back on task,
different teaching styles, and
different teaching.”
Classroom Management
Theme
N
%
The learning environment
42
25.3%
The teacher was engaging and/or encouraged
participation
34
20.5%
Specific pedagogical practice or classroom
management technique
25
15.1%
Moving around/attentive to students, active
classroom
19
11.4%
Modeling, giving examples, demonstrating
behavior
17
10.2%
Being positive/positive reinforcement
13
7.8%
Grouping students
12
7.2%
4
2.4%
166
100.0%
Needs improvement/no control
Total
Note. The total number of themes identified exceeds the number of participants because
participants often cited multiple themes.
“[The teacher I
observed] said the
class creates the
classroom together.
She barely buys store
bought things; it is
mostly kid’s work and
their ideas.”
Impressive Elements of Teaching
Theme
N
%
Pedagogical practice
45
29.8%
Teacher's personality, personal traits
35
23.2%
Students' behavior, discipline
32
21.2%
Students' work, involvement, engagement
25
16.6%
Content ability/practice
10
6.6%
Not impressed
2
1.3%
Other
2
1.3%
Total
151
100.0%
Note. The total number of themes identified exceeds the number of participants
because participants often cited multiple themes.
“There were some
children that could write
really well, while others
had trouble spelling some
of the basic words. The
children are placed in
groups based on there
[sic] ability level, so no
one feels dumb
compared to everyone
else in the group, which
is so important for a
child’s self-esteem.”
Comments and Concerns
Theme
N
%
Pedagogy issues
52
31.9%
Disciplining techniques, students' behavior
36
22.1%
Engaging students, being positive, creating
community
31
19.0%
Learning environment
18
11.0%
Organization, preparation, and lessons
14
8.6%
Content issues
8
4.9%
Not impressed
2
1.2%
Did not respond
1
0.6%
Other
1
0.6%
Total
163
100.0%
Note. The total number of themes identified exceeds the number of participants because
participants often cited multiple themes.
“I was most
interested to
ask…how she deals
with so much
diversity in her
classroom. I was
not aware when we
were observing that
there were seven
students missing
that didn’t speak
English.”
Conclusion

Focus on classroom management
similar to previous research on
beginning teachers (Fuller & Bown,
1975; Kagan, 1992)

Pre-service teacher reported that
rounds were beneficial in
–
–
–
Observing a diversity of teaching
methods
Learning about students from different
backgrounds
Demonstrating course concepts

–
Small Group Instruction
Comparing learning environments
Promoting collaboration
Integrating Course Concepts
Conclusion (Cont.)

Inexpensive professional development

Can be used with a variety of groups
–
–
–
–
Pre-service teachers
Induction year teachers/ Alternative Small Group Instruction
certification
Master teachers
Administrators
Integrating Course Concepts
References
•
•
Aronson, J. A (1994). Pragmatic view of thematic analysis. The Qualitative Report, 2 (1).
Boyatzis, R.E. (1998). Transforming qualitative information: thematic analysis and code
development. New York: Sage Publications.
•
Crews, T.B. & Zenger, J.F. A well “rounded” internships. Business Education Digest. IX, May 2006.
•
Darling-Hammond, L. (2007). Teacher learning that supports student learning.In B.Z.
Pressesisen, Teaching for Intelligence (2nd ed.) (pp. 91-100). Thousand Oaks, CA: Corwin
Press.
•
Del Prete, T. (1997). The “rounds” model of professional development. From the Inside1997, 1,
12-13.
•
Fuller, F.F. & Bown, O.H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education 74th
yearbook of the National Society for the Study of Education, part II (pp. 25-52). Chicago:
University of Chicago Press.
•
Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers. Review of
Educational Research, 62, 129-169.
•
Teddlie, C. and Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating Qualitative
Approaches in the Social and Behavioral Sciences. Thousand Oaks, CA: Sage.
•
Thompson, S. & Conner, D.D. (2001). Grand Rounds: Not Just for Doctors. Action in Teacher Education,
23(3), 84-88.
•
Virtue, D. (2006-2007). ESOL rounds: An inquiry approach to preparing qualified and culturally
competent teachers for South Carolina classrooms. Teacher Education Journal of South
Carolina, 2006-2007 edition, 1-6.
Thank you for your interest!
Questions or Comments?
Please feel free to contact Dr. Jane Zenger at
[email protected]