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Ames CSD reports SIAC bullying review and launches instructional rounds to support teacher practice
Summary
Associate Superintendent Hawkins summarized the SIAC committee's bullying data and described a district rollout of instructional rounds—non-evaluative classroom observations focused on problems of practice.
Associate Superintendent Hawkins briefed the board on the district's final SIAC (School Improvement Advisory Committee) meeting of the year and described the district's adoption of instructional rounds as a professional-development strategy.
On bullying data, Hawkins said the committee found more founded bullying incidents reported in secondary schools than in elementary schools. "This last year... I believe the data was there were 33 total cases that were reported and founded, and 30 of those 33 came from secondary schools as opposed to elementary," Hawkins said. She said Infinite Campus records showed parents were notified for all 33 founded cases, and the committee noted a substantive increase in cases tied to a protected class related to orientation; Hawkins said parents on the committee also reported greater engagement and that inclusive playgrounds were a positive addition.
Hawkins described instructional rounds as "a non evaluative, process by which, classroom observations are done around a self identified 'problem of practice.'" She explained the district follows the model written by Elizabeth City and Richard Elmore, using building-selected problems of practice, a shared observation tool and short observation rounds followed by synthesis and feedback for the host building. Hawkins said the rounds are intended to guide professional development and align with district strategic goals, particularly improving consistent curriculum and engaging instruction.
Board members asked how instructional rounds relate to classroom observations using the Danielson framework; Hawkins said rounds may align with Danielson components when buildings choose related problems of practice, but rounds also include preparatory reading, calibration of observers and a synthesis step that differentiates them from a single classroom visit. Hawkins said participants provided pragmatic next steps after recent rounds that focused on mathematical discourse.
There was no formal board vote on these informational reports.
