three-minute classroom walkthrough faccs 2010

8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010

http://slidepdf.com/reader/full/three-minute-classroom-walkthrough-faccs-2010 1/34

Promoting Teacher Reflection

How often do you or does your supervisor walk into the classroom?

How long do you or does your supervisor stay in the classroom on these visits?

How frequently do you or does your supervisor provide follow-up?

What was the nature of the follow-up?

1. Short, focused, yet informal

observation

2. Possible area for reflection3. Curricular and well as instructional

4. Follow-up occurs only on occasion andnot after every visit

5. Informal and collaborative

Downey Approach Other Approaches

Informal Formal

Bri f to 3 min t s Lon r 5 to 15 min t s

Bri f ath rin of data to

look for t ach r d cisions

Gath r data abo t t ach r

ff ctiv n ss

Walk-thro h tim isthro ho t th day and

nanno nc d

Walk-thro h tim istypically known and

sch d l d

No checklist of teaching

practices to look for

Checklist or form to gather

data about specificpractices

Nothing put intopersonnel file

May be put into personnelfile

Focus on professionalgrowth

Focus on evaluation,assessment

Ultimately leads to

reflective conversations

Usually leads to direct

feedback

Coaching focus Judging focus ofteninspectional

Spend more time with novice and marginal

teachers.

Look for specific skills and document.

The Downey Method is designed for teachers

in good standing.

Frequent sampling increases validity of

observations

Frequent observations often lowerapprehension

Helps supervisors/administrators know moreabout the schools operations

Contributes to the observers repertoire of instructional strategies

M WA/CBWA

Helps identify staff development needs

Helps assess the effectiveness of staff development endeavors

Helps identify teachers who might becomemarginal without focused assistance

Helps keep perspective about your work

Instructional Leadership

Principal as Lead Learner

Teachers as PrimaryClients

Principals impact student achievement byfocusing on classrooms.

Transformers Copers

Hav a explicit vision f at t ir sc l i t

lik a r t a ca

attit t t ir j

Oft str l t av ii over elmed it

r s si iliti s

Transformers Copers

Accept responsibility for

student learning

Believe they dont have

the time or freedom to domuch more than getthrough their day. I findmyself wearing so many

hatsits unbelievable. I just cannot free myself up.

Transformers Copers

Focus squarely on

instructional leadership;making the time to investin this area is a distinctivecharacteristic of

transformers

Have a hard time building

instructional leadershipinto their chaotic workdays; often admit thatinstructional lea ership is

the facet of work that theyoften sacrifice to thedistractions andemergencies of the day

Where Time Spent

Office Area 65%

Hallways/Grounds 17%

Off Campus 11%

InClassrooms 7%

Goal: every classroom every two weeks

With a staff of 20 teachers, this can beaccomplished in 3.3 hours (4.1% of 80 hours).

3 minutes in each teachers classroom (1 hour)

4 minutes analyzing data each visit (1.3 hours) 3 minutes of reflection with each teacher (1 hour)

Adults learn best through reflecting on their

experiences.

Brief, one-on-one, focused feedback is the

most effective staff development approach.

1. Reflective, self-directed, self-analytical,

interdependent teachers who examine their

own practices2. Teachers who are continually willing to

improve their teaching practices3. Teachers who are committed to teaching to

standards and to working for higher studentachievement

ProfessionalTargets forImproving

Practice

SearchResearchPractices

OngoingSelf-

Analysis

Downey Metho Other Metho s

Focus: self-reflection, self-

diagnosis, and continualprofessional growth

Focus: particular

instructional practice

Two-way and

conversational, withreflection; little, if any useof notes

Direct feedback often

use of one-way notes or achecklist

Recognizes different levels

of follow-up (direct,indirect, interactive)

Follow-up is mainly direct

feedback

Focus is on reflective

questions about onespractice not about thelesson observed

Focus is usually on the

lesson observed, aparticular practice and onhow to improve thatpractice

Reflectional supervisionphilosophy with focus onteacher reflection at theanalysis , synthesis, or

evaluation cognitive type

More of an inspectionalphilosophy of accountability forparticular practices

expected compliance

Focus on cycle of

professional renewal

Focus on todays practice

Focus on intrinsicmotivation

Focus on extrinsicmotivation

1. StudentOrientation to the Work

2. Curricular Decision Points

3. Instructional Decision Points

4. Walk-the-Walls:Curricular andInstructional Decisions

5. Safety & Health Issues

Just a cursory glance to see if students appear

to be engaged

Examples: oriented toward the teacher,

worksheet, groups, visuals, etc.

Content: the skill, knowledge, process, or

concept to be learned by the students

Context: the conditions under which students

will demonstrate the learning

Cognitive Type: Blooms Taxonomy

Determine generic instructional decisions

Identify strategies being used to meetspecific school standards or goals.

Observe specific research-based, subject-

specific practices

Walls usually reveal objectives but could also

demonstrate instructional ideas.

Learn what criteria teachers use in choosing

students work for display.

Avoid Walls of Shame

Should happen naturally

Examples: Extension cords creating a trip hazard

Backpacks in the aisles

Dim or burned out lights Temperature extremes

Determine one area of focus

TeachingObjective

Taxonomy Materials

InstructionalStrategies

Learning Environment

Engage in reflective dialogue

Reflection defined: the ability to look back and makes sense of

what happened and what your learned. But itsalso the ability to look forward, to anticipate

whats coming up and what you need to do toprepare.

Sommers, 2001

Principal as a coach gathering data about

teachers decisions

From an accumulation of visits, we consider

teacher decision points that might be of valuefor the teacher to ponder.

Major purpose: provide opportunity for

professional growth through reflection

Teacher:________________ Date: _______

Observer: ________________

Stu ent Orientation

___ to the teacher ___ to materials___ to visuals ___ to groups

___ other: ___________________________

Instructional Content

Objective: _______________________________

________________________________________Conte t

Givens: _________________________________

Nature of Students Responses: _____________________________________________________

Special Vocabulary: _______________________

CognitiveType

___ Knowledge ___ Analysis___ Comprehension ___ Synthesis

___ Application ___ Evaluation

Instructional Strategies________________________________________

________________________________________

three-minute classroom walkthrough faccs 2010

Documents

git walkthrough

toradora walkthrough

cybrid walkthrough

cognitive walkthrough

quick walkthrough

nehrim walkthrough

istforce walkthrough

iphone – walkthrough

walkthrough persona

digimon walkthrough

student walkthrough

okamiden walkthrough

ocaml walkthrough

classroom walkthrough

the faccs speakers bureau is proud to present

doscheda 1.0 manual and walkthrough...cetsa linear model...

walkthrough guide

tapovan walkthrough

surveygoo walkthrough

literacy & technology faccs 2010