On January 14, our math department participated in our second set of instructional rounds at SHS. We observed an applied communications (language arts) classroom, a marketing classroom, and a freshman English classroom being taught as a class within a class with an English teacher and a Special Education teacher exemplifying what strong team teaching could be.
The conversation after this set of rounds really got at the heart of what we are trying to do - take ideas from other teachers that we can incorporate into our own teaching practice. SHS Instr Rds Participant Walkthrough Form Version 2_0. When we visited classrooms on our first set of rounds in December, there was not sufficient space on the form we constructed for comments or to write what the observed teacher had up for objectives or a lesson agenda.
After this second set of rounds, it is also evident that we need to do rounds within our own department. We wish to examine the various aspects of lesson development. In particular, our department members want to see how a set of objectives is posed, how the selection of examples and tasks leads or does not lead to student engagement, and how an activity develops for an extended period of time. In our department of eight teachers, four of us have common planning time on our 'off' day, the day where we do not have our department common planning. For example, we have department common planning time for 90 minutes every Wednesday and Friday. Four of our eight math teachers, by pure luck of the master teaching schedule in our building, have 90 minutes of common planning time Tuesday and Thursday each week.
My next task is to re-tool our current form so it is useful for math teachers observing other math teachers. I need to make some adjustments that allow for us to carefully examine the mathematics and the teaching being observed. It is also important that all this fits on a single page. I am hoping to gain some ideas while in Phoenix with the other 2015 State Teachers of the Year this coming week.