Introduction

Personal Anecdote

I have taught for two districts over the past six years, each requiring professional

development. Nearly all district required classes in professional development consisted

of offsite workshops, a speaker, breakout sessions and small group created goals to take

back to the classroom. I would be lying if I said I remembered those rushed goals, nor at

the time did I find them sufficiently intriguing to apply them to my classroom.

Another style of professional development I participated in was training on

specific topics, mostly focused on behavior. I have completed Love and Logic, Behavior

Intervention Support Team (BIST), and Boystown. In addition, I also completed

Classroom Instruction That Works I & II (CIITW & CIITWII) in which specific

instructional techniques, setting objectives and specific feedback were the focus. Each of

these training sessions lasted multiple days, either back to back or periodically

throughout the school year. Although training on specific topics resulted in longer

sessions, they were set up much like the workshops with a speaker. group discussion,

time for practicing or planning, and created goals for use in the classroom.

Rarely did the professional development change classroom pedagogy or further

the education of my students. However, professional development that has affected my

classroom pedagogy, beliefs about education, and student learning includes graduate

courses and the specific form of professional development required by my current

district.
 Since beginning teaching, professional development has been required each year

by both school districts. Yet how does the teaching profession know that professional

development impacts teacher instruction and student success?

Professional Development Defined

Professional development for teachers is a methodical effort to change classroom

pedagogy, adjust teacher attitudes of education, and further the learning of students

(Gusky & Yoon, 2009). Professional development for teachers is a key mechanism for

improving classroom instruction and student achievement. Researchers agree

professional development is necessary for positive change in education (Guskey, 2002;

Teitel, 2009). “Never before in the history of education has there been greater

recognition of the importance of professional development. Every modern proposal to

reform, restructure, or transform schools emphasizes professional development as a

primary vehicle in efforts to bring about needed change,” (Guskey, 2002, p. 378).

Research identifies the continuing professional development of teachers as a key to

improving the quality of schools (Desimone, 2009).

Professional development will be defined as a process requiring an ongoing

investment of new knowledge by critically reflecting on learning, actively taking part in

classroom research, and interacting with colleagues (Gonen, 2016).

Professional Development Requirements

States must ensure high-quality professional development be available to teachers,

(Borko, 2004). Professional development is available to educators, but professionals

wonder about it being considered high-quality (Borko, 2004; Elmore, 2002). Successful
professional development requires commitments over a long term and must be evaluated

frequently based on the gains of student achievement (Elmore, 2002).

Professional Development Effectiveness

Traditionally, professional development is structured around a leader with

expertise leading a discussion amongst participants who attend. This professional

development is scheduled at a specific time, often outside of contractual hours

(Loucks-Horsley, Hewson, Love, & Styles, 1998). This common form of professional

development is criticized for not giving teachers enough time or content needed for

creating meaningful change in teacher pedagogy (Birman, Desimone, Porter & Grant,

2009).

Recently, efforts to improve professional development have sprouted within states

and districts throughout the U.S., (Garet, Porter, Desimone, Birman, & Yoon, 2001).

Conferences, workshops, and other forms of traditional professional development have

been seen as less productive in changing teacher pedagogy or student outcomes, (Garet,

et. al., 2001; Bransford, Brown, & Cocking, 1999). Recent interest in reform types of

professional development where the activities take place during the work day rather than

after has sprouted, (Garet et. al., 2001).

Professional development is meaningful when it influences teacher actions,

resulting in lasting positive change which then improves student achievement.

Professional development changes a course of action within the teacher. The purpose is

to find a bright spot, which is what you are doing well, and see how you can become even

better (Stone, 2016). Effective professional development requires copious amounts of

time, and must be structured with focus on content, pedagogy, or both (Tietel, 2009).
Purposeful professional development occurs when teachers tweak current classroom

practices which affects student achievement and teacher pedagogy (Plugge, 2016).

Collaboration is a common theme amongst effective professional development

programs, (Stone, 2016; Teitel, 2009; Loucks-Horsley, Styles, & Hewson, 1996).

Professional development requires interaction with colleagues through a process of

reflection and research (Gonen, 2016). Collaboration improves teachers’ professionalism

and significantly improves student progress (Ostovar-Namegi & Sheikhahmadi, 2016).

Professional Development at a Public Middle School in NE

Teachers of a title 1 middle school in Lincoln, NE are required to participate in a

variety of professional development opportunities each year. According to Lincoln Public

School’s Certified Handbook professional development programs include opportunities

for increasing student success. The purpose is to support growth throughout an

employee’s career. Emphasis include improvement to teacher pedagogy. Staff contractual

development through Lincoln Public Schools is made in accordance with agreements of

Lincoln Education Association (LPS Handbook, 2017).

Contractual professional development is broken down into district and building

requirements. District requires 10.5 hours of professional development where 3.5 hours is

set at the beginning of the school year and 7.0 are considered flex time. Flex time is

non-contract time and may include Workshops, book studies, or individual sessions

arranged by special request with the curriculum specialist (Lincoln Public Schools,

2017).

Building professional development is also 10.5 hours and broken up similarly.

The 7 hours of building flex time is up to the school administrator. Participation is

tracked by administrators and may be offered during contract or non-contract time

(Lincoln Public Schools, 2017).

The school’s administrators have previously decided on a professional

development piece focusing on Jim Knight’s impact school model. Impact Schools

require school-wide participation from principals, teachers, teams, and coaches. Impact

Schools celebrate the professionalism of teachers, seek out high-leverage teaching and

learning practices, address the complexity of school improvement, and create plans to be

actionable (Knight, 2011).

The school participating in this study will focus professional development around

instructional rounds for the third year. Teachers are organized into groups with peers that

have similar roles and share a common professional learning community. Groups are

given choices as to the focus of their group based on the school’s goals. During

instructional rounds teachers are given the opportunity to watch other teachers and reflect

on the process. Each teacher will be able to be both an observer and a host teacher

throughout the year. The school offers collective time during the school day for the team

to reflect, create a plan, and collaborate (Plugge, 2016)

All adults and students who have connections with an impact school benefit.

When schools grasp legitimate professional learning that energizes and motivates,

benefits are seen within the system. Impact Schools put authentic learning at the core

(Knight, 2016). Impact Schools offer a professional development opportunity for staff,

which focuses on the success of staff and students within the school (Plugge, 2016).

“Teaching will not improve unless the professional learning resources in schools

work in concert, supporting, aligning, and implementing change,” (Knight, 2012, p. 9). A
public middle school will work on year three of using Jim Knight’s Impact School

methods for professional development. More specifically, teachers will participate in

Instructional Rounds for the third year in a row.

Instructional Rounds

Instructional Rounds is a professional development tactic which uses

collaboration to observe teaching and learning across classrooms within a school

(Philpott & Oates, 2015). Instructional Rounds has the intention to understand teacher

pedagogy and make a plan around a problem seen by a group of teachers within the

school (Philpott & Oates, 2015; Stephens, 2011).

Instructional Rounds briefs three innovative approaches to professional

development around teaching and learning: classroom observations of peers (instructional

rounds), a professional learning community, and a school-wide improvement plan (Burns,

2011). The process of instructional rounds requires a problem of practice professional

learning community derived from a school improvement plan, scheduled time to observe

the problem of practice in a classroom, time for reflection, and a plan for the future

(Burns, 2011; Meyer-Looze, 2005; Philpott & Oates, 2015; Marzano, 2011; Elmore,

2007). Instructional Rounds includes a professional development piece of extended time

allowing teachers to try a practice, receive feedback from peers on their teaching,

collectively participate in discussion around student successes, and create a collaborative

plan moving forward (Garet, 2001).

Process of Instructional Rounds

Professional learning community members focus on a problem they see based on

their school-wide improvement plan. The team creates a question based on the problem
that is observable and actionable. Small groups gather before a classroom observation and

decide data to gather around the problem. Without questioning or judging, teachers

watching takes notes on observable behaviors of the teacher and students. After the

lesson, all participants gather together and have a discussion based on the observations.

Through conversation teachers are able to develop a focus of instruction to improve their

professional practice (Burns, 2011; City et. al., 2009).

It is believed that students and staff alike will benefit from this professional

development if implemented correctly. The purpose of the research stated above is to

answer the question: What impact do Instructional Rounds have on teacher pedagogy and

student achievement?