The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulative, and cultural-cognitive pillars, we investigate the practice to see how the network addressed issues of equity in 21 visits. Findings demonstrate that increased attention to equity in the protocol and visit expectations resulted in increased attention to equity. However, conversations manifested three patterns that functioned to curtail a focus on equity: understating race, the “culture of nice,” and following the protocol. We conclude with implications for how rounds can be structured to bring equity into sustained focus, with an understanding of regulative, normative, and cultural-cognitive pillars as constantly interacting.

中文翻译：

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公平的难以捉摸：督导网络中教学轮次的演变

教学轮次的实践是教育管理领域的一项最新创新，旨在通过共同语言的发展来支持管理人员对教学的理解。这项纵向研究检查了 6 年来管理者网络的轮次实践，以了解轮次如何作为解决学生教育经历中不公平现象的工具。使用 Scott 的规范、监管和文化认知支柱的概念，我们调查了实践，以了解该网络如何在 21 次访问中解决公平问题。结果表明，协议中对公平的更多关注和访问期望导致对公平的更多关注。然而，对话表现出三种模式，可以减少对公平的关注：低估种族、“友善的文化、”并遵守协议。我们总结了如何构建轮次以将公平性纳入持续关注的影响，并将监管、规范和文化认知支柱理解为不断相互作用。