Examining the role of instructional rounds as a catalyst in building a learning organization
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.
Educational leadership, School administration, Education, Collaboration, Instructional rounds, Leadership, New learning, Organizational learning, Teachers, Educational Administration and Supervision
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