“Rounds being like a dipstick” part two of a book discussion – Ch 3-5

Well this is the second instalment of our discussion as some points to comment on. The first being I just love the image of “rounds being like a dipstick” (p.110)



Comment: there are just so many ways you might spin this image – when is something over filled – that the level changes when things are measured when cold or hot – it just goes on.

  • the difference between “Rounds” and supervisory evaluations is a bigger issue in school-based rounds settings as opposed to cross school ones (p.61)

Comment: I found this out in my original research on classroom observations – just what hat do you wear as a principal when you walk into classrooms to observe – is it feasible to differentiate between roles if you see something that not right? I think this tests our honesty – I think its beholden upon us to later on go back and say what I saw that made me feel uncomfortable – want to then make further observations (in a supervisory way) that this (whatever it is) isn’t a regular occurrence and take corrective action if it is.

  • “external rounds” is a way to practice “internal rounds” (p.68)

Comment: its like building capacity and I wonder if other network principals would be willing to have a go _ I’ll ask and answer this one later.

  • I am more likely to make a change (adjustment I would argue) if I had a chance to influence what you’re focusing on (p.74)

Comment: so true – it’s another reason for teachers to engage in discussion around a pop (problem of practice) as it creates ownership of the data.

  • “but we need someone from the outside come in to offer some calibration and help us push our practice” and I think they are talking about once a year (p.82).

Comment: if this work is not supported by others it make this external calibration and for that matter practice hard to do.

Comment: We discussed this 4th Chapter a little more and posed a question – do we have enough stoicism to keep revisiting the same problem of practice before we moved on?

  • by having (secondary) students involved in “rounds” it helped them think differently about their responsibility as students – taking responsibility for being engaged (p.91).

Comment: Interesting concept.

  • (external) rounds took 6 years before it got to school based (p.93) – that it takes time to move from the land of “nice” (p.106) and that rounds exist for differing purposes

Comment: hello this does take time BUT do we have that long? How long does it take to change a culture to a shared professional responsibility to improve our practice – if not then why are we here? AND here they were talking about rounds existing to evaluate some of our school based initiatives although I would argue that other protocols like walkthroughs could be used for some of these purposes (evaluative data collecting).

  • improvements happen quicker when you include professional learning as part of the problem solving around the pop.

Comment: professional learning I think here is defined in the broader sense.