down , creating a greater awareness for teachers instructing the whole child from a wide range of developmental stages . Malloy guides them through the “ problem of practice ,” or a core instructional focus that is directly observable , is actionable , and connects to a broader strategy of improvement . Cornerstones of improvement involve data and dialogue . During weekly Professional Learning Community ( PLC ) meetings on Monday mornings , teachers analyze student data from AimsWeb math and reading tests , comprehensive achievement testing data ( ERB testing ), and common formative assessments to track student progress and assign intervention classes that support student growth .
Malloy pulls inspiration from professor and education researcher John Hattie who is quoted on models of instructional measurement and impact : “ Those teachers who are students of their own impact are the teachers who are the most influential in raising students ’ achievement .”
Instructor of Kindergarten Mary Rachel Petty commented on her experience : “ It was inspiring to observe my colleagues in different grade levels and get ideas of ways to engage and assess our students . It was fun seeing students in different grade levels working independently and on-task , knowing those foundations were developed in kindergarten ! Even though those students were older than mine , I was able to adapt some of what I observed to my younger students and incorporate it into my teaching and WIN time .”
Instructor of Third Grade Abby Cook also shared her feedback on the program : “ There is so much we as educators can gain from other educators , and the instructional rounds gave me an opportunity to be a student myself . I saw different classroom management styles , group work , and class discussion . I also had the opportunity to see different technology in action and would like to incorporate these tools in my own classroom . While seeing yourself on video is not always the most enjoyable , I appreciate having this to refer to in the future to remember some things that worked in my lesson and other parts that need to be tweaked .”
CPA Lower School ’ s instructional rounds may also address social , emotional , and spiritual markers in the classroom as the Academy is a “ whole-child ” institution , acknowledging that academic growth is but one piece of the student success pie . Assistant Head of Lower School Ann Pack is instrumental in implementing an active social-emotional learning curriculum , bolstered by the Academy ’ s recent partnership with author and counselor Dr . Chip Dodd and his new children ’ s book How Are You Feeling Today ? Pack supports teachers , parents , and children by nurturing balanced lines of communication and connecting home and school in a unified Christian worldview front .
“ Today ' s culture brings unique challenges that require an active role by all who support children or adults for that matter . These students are here for such a time as this , and we will love them unconditionally with fresh eyes each day . It is our goal to foster a safe place where children feel known , affirmed in their giftings , and supported by people whom they can trust ,” says Pack .
Instructional rounding will grow in the 2022-23 year , becoming a more regular part of the faculty ’ s culture of collaboration . And perhaps through modeling teachability and teamwork among professional peers , students will follow suit in their own circles , discovering that , ultimately , we ’ re better together .
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