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Warren Township staff defend instructional rounding; teachers want more individual feedback
Summary
Administrators described unannounced 15‑minute instructional rounding focused on differentiation (domain 3e) and reported staff appreciation for increased administrator presence but asked for more individualized feedback; district will modify timing and assignment to reduce evaluative tension.
District administrators described a two-part professional-development structure: districtwide institute days and weekly late‑start Wednesday PLT work, plus curriculum‑based PD led by lead teachers. Chris Geocaris summarized staff feedback and the rounding pilot: administrators made unannounced 15‑minute visits across classrooms in September and October focused on domain 3e (responding flexibly to student needs). He said staff valued the increased administrative presence but requested more individual feedback after visits.
Geocaris explained adjustments for the next round: avoid visits in the first 15 minutes of class (when differentiation is less likely to be observed) and recalibrate protocols with the management team to reduce confusion about purpose. Board members pressed about evaluator roles; staff said they will try to assign non‑evaluators to rounds when possible to avoid blurring informal rounding with formal evaluation.
The district reported a professional-development rating target of 3.5 out of 4 and a current year‑to‑date rating of 3.6.
