Facilitator Qualifications and Expectations
As each AEA/network considers whom to add to the facilitator ranks, it is good to remember that
facilitators move the networks’ work forward purposefully. The role of the facilitator is essentially to
provide good teaching. Facilitators are guides, not experts, but do need to think like teachers. It is also
good to remember that Rounds belong to the network not to the facilitators. Richard Elmore states that “for
Instructional Rounds Networks to be successful, selecting an effective, highly skilled facilitator is critical.”
Based on the past five years of the Iowa Rounds process we have identified the major ingredients that will
increase the likelihood of a network’s success. Not every facilitator will have every qualification listed,
however the willingness to reflect on these attributes, identify growth areas and to work on skill
improvement are traits to which all facilitators, veteran or beginning, need to commit.
When selecting a new facilitator, AEA leadership should consider the following questions:
• Will this individual bring or maintain a balance of leadership? (Networks benefit most from having both
AEA personnel and practicing superintendents as co-facilitators.)
• Has this individual demonstrated commitment and follow through in other initiatives?
• Does this individual possess the qualifications listed below?
• Is this individual willing to fully commit to the following expectations?
QUALIFICATIONS
Prerequisites for AEA staff:
• knowledge of the Instructional Rounds process
• prior participation in at least one rounds visit (preparation, execution, and follow-up)
Prerequisite for practicing superintendents:
• previous network participation
Knowledge of:
• the Instructional Rounds model
• tools and strategies for facilitating effective meetings including evaluation protocols
• effective learning theory and group dynamics
Skills/Abilities in:
• leading groups (using protocols)
• organizing meetings and events
• leading professional learning and using technology to enhance group work
• clarifying and probing for understanding to draw out differing ideas and opinions
• communicating and articulating her/his own and others ideas
• thinking quickly, improvising, and adjusting to needs of others
• working collaboratively and creating trusting, comfortable learning environments
• establishing rapport with a wide variety of individuals
• providing constructive support and encouragement to others
Dispositions
• is a continuous learner who values inquiry learning and is reflective
• is comfortable leading and facilitating professional development with the high profile educational
leaders
• is open to having one’s own thinking challenged, stretched, and critiqued
• desires to be a part of a collaborative planning team with shared responsibilities
• values and honors confidentiality
• respects the time and thoughts of others
• exhibits a good sense of humor; can laugh at self
Experience in:
• leading with a focus on the “instructional core” (the relationship between the student and teacher in the
presence of content)
• leading change efforts that result in increased levels of learning for students and educators
• problem solving
• coaching others
• contributing as a member of a Superintendents’ Network
EXPECTATIONS
During Apprenticeship:
• Read and be well versed in the contents of Instructional Rounds in Education by City, Elmore, et. al.
• Access and utilize the network resources on the SAI website
• Attend AEA facilitation sessions with practicing facilitator
• Practice facilitating planning sessions and portions of rounds’ visits
• Openly seek and respond to improvement input from coach
• Participate in group reflection with facilitator colleagues
• Celebrate successes
• Attend statewide facilitator meetings and trainings
After Completing Apprenticeship:
• Continue to attend all statewide facilitator meetings and training; rounds visits specifically for
facilitators; and, statewide meetings for superintendents (total of approximately 5-6 days per year)
and respond to state requests for information.
• Facilitate AEA network meetings and the rounds visit process (according to network schedule and
agreements with other co-facilitators).
• Work with co-facilitator and host to develop TOA and POP
• Dedicate sufficient pre-visit planning time and post-visit reflection time to provide quality facilitation
(approximately 1 day of planning for each visit).
• Help the network identify areas for their professional development and coordinate that learning
• Organize the schedule for network visits and meetings.
• Ensure the network establishes norms and monitor that norms are followed. Confront problems of
attendance immediately.
• Follow the Instructional Rounds protocols and processes including follow-up processes (mini-visits,
NLOW).
• Lead superintendents’ inquiry as they wrestle with establishing high quality teaching and improving
student learning in their classrooms and districts.
• Hold participants accountable for following the protocols, engaging in evidence-based dialogue, and
implementing improvement measures in their districts.
• Ensure the network’s long-term viability, including member recruitment.
• Comply with statewide “non-negotiables” and decisions.
• Participate in program evaluation and provide information to state coordinator, as requested.
• Analyze network’s Impact Study results and adjust practice accordingly.
• Reflect on facilitation practice and strive for continual improvement.
May 2012