In the target district, instructional rounds (IR), were implemented to reform district-wide educational practices to increase student problem-solving skills over time. This evaluative case study investigated the perceived efficacy of IRs as a model to address student problem-solving. Specifically, the study examined the influences, if any, that the IR process has had on problem-solving, academics, and pedagogy since implementation. The study was framed by Bandura's social learning theory as it states that behavior is learned from one's environment through the process of observation. Qualitative data were collected from 86 stakeholders through a district-wide questionnaire, semi-structured interviews with 8 administrators, and a review of IR feedback notes and fundamental instructional practices. Data were analyzed and open coded to identify common themes and assess if there was perceived efficacy of the IR process. Findings showed that participants perceived the implementation of IRs as effective in improving academic, social, and pedagogical processes throughout the district. Participants shared the opinion that IR improved critical thinking among students, though there was no formal measure for this. A white paper was generated to inform the district of these changes, with recommendations for improvement in instructional rounds implementation. The project will promote social change by improving the teaching and learning process for students, teachers, and administrators at the target district. Based on what was reported about IR, continuing to improve the IR process can bring improvements to the teaching and learning process which will support stronger problem- solving, collaboration, and critical thinking among students.

A suburban school district in northwest Washington State has invested in a teacher-led, school-based model of instructional rounds to improve collaborative relationships among teachers and further teacher understanding of an instructional framework, but there is little formal evidence that instructional rounds is meeting its goals. The purpose of this study was to determine if instructional rounds is impacting teacher learning. The conceptual framework that grounded this study was Wenger's construct of communities of practice, a social theory of learning. The key research questions were focused on how participation in instructional rounds impacts teacher collaboration and learning of the instructional framework. To address the research questions, a qualitative evaluative case study was conducted. Data were used collected by using individual, face-to-face interviews with 6 different teachers and reviewing program document. Teachers selected for interviews had participated in instructional rounds during the past 3 consecutive years, participated as an observer and as a host, and at least 2 participants had experience as a facilitator. Transcribed interviews and documents were coded, followed by a search for patterns and themes throughout the data. Results showed improvement in personal and professional relationships among teachers as well as improvement of teacher learning. Results also showed that the quality of teacher learning was dependent upon contextual factors. The findings of the study were used to develop a program evaluation report for the school district. This report helped school district administrators, principals and teachers determine whether to stop, start, expand, or refine the instructional rounds model in their schools. This professional learning model has the potential to change the way teachers learn to positively impact student improvement.

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This study sought to examine how teachers' experiences with instructional rounds helped develop the tenets of a learning organization. This case study used observations, semi-structured teacher interviews, and document analysis to gather data from a low-income, rural school located in California's Central Valley. The theoretical framework on learning organizations developed by Garvin, Edmondson, and Gino (2008) helped in examining the data. Findings from the research suggests that leadership and the four-step process that guides instructional rounds, along with the protocols used within the instructional rounds practice, influences the development of a learning organization. As a consequence of this study, educators may focus on utilizing instructional rounds to develop habits of learning, while leading and developing a learning organization in a collaborative setting.

The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rounds to build organizational capacity. Observation of network rounds visits and document analysis was conducted to determine alignment of perception with observation and documents. Findings include perceptions, themes, and critical factors for the sustainability of rounds as an effective systemic improvement practice. Supportive conditions emerged as the most significant perception expressed by the participants. Implications for action for school districts beginning or continuing implementation of instructional rounds are suggested based upon findings from participant perceptions and observation of networks. Suggestions for future research are shared. With supportive conditions in place, instructional rounds has the potential to serve as an effective systemic improvement practice.