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Relationships, Instruction, Understandings: One District's Implementation of Rounds

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Title: Relationships, Instruction, Understandings: One District's Implementation of Rounds
Language: English
Authors: Roegman, Rachel, Hatch, Thomas, Hill, Kathryn
Source: Journal of Educational Administration. 2015 53(5):625-641.
Availability: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: School Administration, Educational Strategies, Principals, Surveys, Semi Structured Interviews, Mixed Methods Research, Statistical Significance, Communities of Practice, Social Networks, Network Analysis, Teacher Administrator Relationship, School Districts, Observation, State Standards, Academic Standards, Superintendents, Elementary Secondary Education
DOI: 10.1108/JEA-07-2014-0078
ISSN: 0957-8234
Abstract: Purpose: The purpose of this paper is to show how instructional rounds contributes to shared understandings and facilitates the development of relationships among administrators. Design/methodology/approach: This mixed methods study draws on three years of data in a district engaged in rounds. Administrators annually completed a social network survey, which focussed on how often they interacted around instructional issues. Additionally, the authors conducted semi-structured interviews with a purposeful sample of administrators. Findings: Administrators have increased their participation in and understanding of instructional rounds, as well as their understanding of district initiatives. However, results are mixed when looking at the quantitative data. While the theory of rounds suggests that the process would lead to increased interactions, the authors found a statistically significant decrease. Research limitations/implications: Implications include examining rounds as part of a district's set of formal and informal structures. Also, results suggest further examination of how turnover impacts networks. Finally, expanding the number of interviews may present a more mixed qualitative experience of rounds. Practical implications: As districts adopt initiatives based on observations, rounds can be used to support administrators' growth in understanding these initiatives. Simultaneously, districts need to consider the purpose for both central office and building administrators and how those purposes align with protocols, norms, and practices they use. Originality/value: This paper advances the empirical knowledge on instructional rounds, which has been gaining popularity, though little empirical analysis exists of the process, how its theory of action is enacted, and how administrators experience rounds.
Abstractor: As Provided
Number of References: 26
Entry Date: 2015
Accession Number: EJ1068080
Database: ERIC
FullText Text:
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  Data: Relationships, Instruction, Understandings: One District's Implementation of Rounds
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  Data: <searchLink fieldCode="AR" term="%22Roegman%2C+Rachel%22">Roegman, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Hatch%2C+Thomas%22">Hatch, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Hill%2C+Kathryn%22">Hill, Kathryn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2015 53(5):625-641.
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  Data: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Significance%22">Statistical Significance</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1108/JEA-07-2014-0078
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  Data: 0957-8234
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this paper is to show how instructional rounds contributes to shared understandings and facilitates the development of relationships among administrators. Design/methodology/approach: This mixed methods study draws on three years of data in a district engaged in rounds. Administrators annually completed a social network survey, which focussed on how often they interacted around instructional issues. Additionally, the authors conducted semi-structured interviews with a purposeful sample of administrators. Findings: Administrators have increased their participation in and understanding of instructional rounds, as well as their understanding of district initiatives. However, results are mixed when looking at the quantitative data. While the theory of rounds suggests that the process would lead to increased interactions, the authors found a statistically significant decrease. Research limitations/implications: Implications include examining rounds as part of a district's set of formal and informal structures. Also, results suggest further examination of how turnover impacts networks. Finally, expanding the number of interviews may present a more mixed qualitative experience of rounds. Practical implications: As districts adopt initiatives based on observations, rounds can be used to support administrators' growth in understanding these initiatives. Simultaneously, districts need to consider the purpose for both central office and building administrators and how those purposes align with protocols, norms, and practices they use. Originality/value: This paper advances the empirical knowledge on instructional rounds, which has been gaining popularity, though little empirical analysis exists of the process, how its theory of action is enacted, and how administrators experience rounds.
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      – SubjectFull: School Administration
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Principals
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