Taking a close look at the original instructional rounds model, Tom has drawn on his own background and carefully documented learning processes, added his own improvements, and codified the process in concise and direct language. Tom minces no words as he outlines what facilitators should do and not do, how to predict the places the rounds practice may go off the rails and become unproductive, and what to do about it. If you are looking for a clear how-to guide to facilitate a tight and well-thought out version of instructional rounds, this is it. — From the foreword by Lee Teitel, lecturer on education, Harvard Graduate School of Education, and coauthor, Instructional Rounds in Education

Effective instructional rounds is the first step in building collective understanding and responsibility for the success of all students. Thomas Fowler-Finn provides outstanding tools and resources for leveraging the power of instructional rounds to support continuous improvement for all. — Stephanie Hirsh, executive director, Learning Forward

In 2008, Western Metropolitan Region students in grade five were the lowest performers in literacy and numeracy in Victoria. Four years later, those students ranked third in all measures, despite being the lowest SES cohort in the state. Principals identified participation in instructional rounds, facilitated by Thomas Fowler-Finn, as a key element of the region’s success. In rich, challenging, and increasingly trusting collegial discussions, we learned to focus on student learning and how to improve instruction. Leading Instructional Rounds in Education provides a precise, practical, and very usable guide for people facilitating (and doing) instructional rounds. — Katherine Henderson, former regional director, Western Metropolitan Region Department of Education and Early Childhood Development, Victoria, Australia

[Leading Instructional Rounds in Education] is clearly written and rich with examples and sample materials designed to guide the facilitator through the various stages of conducting rounds. This book will be an invaluable resource for those serving as facilitators of instructional rounds in education. — Joe Terantino & Kristin Hoyt, International Review of Education