Classroom Walkthroughs

Tony McCoy- Elmwood HSEDL 560Spring 2010Classroom Walk-Throughs

1Reflection ActivityHow often does your principal walk into your classroom?When was the last time he/she came into your classroom? And what was the purpose of the visit?How long does he/she stay in the classroom on these walk-throughs?How frequently does your principal provide follow-up?What is this follow-up like?

Record and share

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3Walk-Through Definition Walk-throughs are a technique used by principalsObserve student work in the classroom environment In a non-threatening wayUsing a focus question as a guideThis process provides data for reflectionDialogue between the principal and teacherAnd decision-making that improves student learning.

Walk-throughs are:Non-evaluativeThe basis for questions, observations, and professional dialogueThey link the philosophical beliefs that the school has embraced

http://www.educationworld.com/a_issues/readit/readit019.shtml

4Types of Walk-ThroughsData WalksLearning WalksPeer CoachingPrincipal Professional Learning WalksQuick VisitsFocused Walk-Through

Downey 3-Minute Classroom Walk-Throughhttp://www.lease-sped.org/resources/walk%20throughs.pdf

5What is the Downey Walk-Through ?1- Short, Focused Informal ObservationTime to Gather InformationTeacher makes over 1,000 decisions a day2-3 minute walk-through may observe 5-10 decisionsGoal on professional growth and not evaluation

2- Possible Area for Reflection

3- Curriculum/Instructional FocusGather data about curriculum and instructional decisions

6What is the Downey Walk-Through ?4- Follow-up Occasionally NOT After Every VisitMay wait 8-10 visits before reflective dialogueDo NOT leave notes one way communication

5- Informal and CollaborativeColleagues working to help each other think about practice

Still will need formal observationsMay want to spend more time with novice teacherDocumentation/Judgments of marginal teacherClassroom data collecting observationEvaluation of group staff development needs

7Reflection ActivityWhy Should Walk-Throughs Be a High Priority in Your Work?

Record and share

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ReasonsValidity to teachers actionsLower teacher apprehension making formal observations more effectiveMore you observe the more you learnIdentify areas of group staff development

Observe how effective staff development are being implemented/impacting teachingBetter informed for when parents call about a concernIdentification of marginal teachersKeep perspective about your work

9MBWA Research Results(Management By Wandering Around)1. Enhanced teacher satisfaction as defined by higher frequency of flow experiences

2. Improved teacher self-efficacy

3. Improved teacher attitudes toward professional development

4. Improved teacher attitudes toward teacher appraisal

5. Increased perceived teacher efficacy of other teachersThe Three-Minute Classroom Walk-Through by C.Downey (2004)

10MBWA Research Results(Management By Wandering Around)6. Improved classroom instruction

7. Improved teacher perception of principal effectiveness

8. Improved student discipline and student acceptance of advice and criticism

9. Improved teacher-perceived effectiveness of the school

10. Increases student learning across socioeconomic and cultural linesThe Three-Minute Classroom Walk-Through by C.Downey (2004)

11What do you do when you conduct walk-throughs in the classrooms?What do you pay attention to first?

What do you do walk around look at student work talk with students or the teacher?

What do you observe?

What do you do with the data you collected?

12Five-Step Walk-Through Observation Structure1- Student Orientation to the Work

2- Curricular Decision Points

3- Instructional Decision Points

4- Walk-the-Walls

5- Safety and Health Issues

The Three-Minute Classroom Walk-Through by C.Downey (2004)

13Five-Step Walk-Through Observation Structure1- Student Orientation to the WorkAre students engaged?Attending behavior is a prerequisite to learning.2- Curricular Decision PointsDetermine the content of the student learning3 Cs- Content, Context, and Cognitive Type3- Instructional Decision PointsQuestioning skill, grouping strategies, informal assessment4- Walk-the-WallsWhat has been taught/Will be taught in futureWall of Humiliation5- Safety and Health Issues14Model for Framing a Reflective QuestionThe Three-Minute Classroom Walk-Through by C.Downey (2004)

COMFORT ZONEPRINCIPALS REFLECTIVE QUESTION EXPANDS TEACHERS FRAME OF REFERENCE15

From EducationWorld.com A three-minute classroom visit does not sound like a lot of time to assess curriculum, a teachers pacing, and students impressions of their lessons. But string those three-minute snapshots together over a whole year, some administrators maintain, and you get a bigger, clearer picture of what is going on in classrooms.

http://www.educationworld.com/a_admin/admin/admin480.shtml16Review Take the time to interact with staff about their practices.

Collaborative, reflective dialogue

. Not until we are impacting what is happening in the classroom that we will see HIGHER STUDENT ACHIEVEMENT

The Three-Minute Classroom Walk-Through by C.Downey (2004)

17Works Cited:The Three Minute Classroom Walk-Through; Changing School Supervisory Practice One Teacher at a Time by Carolyn J. Downey (2004)http://www.educationworld.com/a_admin/admin/admin480.shtmlhttp://www.educationworld.com/a_issues/readit/readit019.shtmlhttp://www.lease-sped.org/resources/walk%20throughs.pdfhttp://www.naesp.org/resources/2/Principal/2009/M-A_p30.pdfhttp://www.principalspartnership.com/walkthroughs.pdfhttp://www.centerforcsri.org/index.php?option=com_content&task=view&id=424&Itemid=5

18Tony McCoy- Elmwood HSEDL 560Spring 2010Classroom Walk-Throughs

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