peer classroom walkthrough - raising student …€¦ · peer classroom walkthrough raising student...

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GREG URBANIAK DIRECTOR OF CURRICULUM, INSTRUCTION, & ASSESSMENT

GRANT COMMUNITY HIGH SCHOOL

PEER CLASSROOM WALKTHROUGH

Raising Student Achievement Conference 2015

THE MAIN IDEA BEHIND THE PILOT

• Engaging Teachers in Classroom Walkthroughs • Donald S. Kachur,

Judith A. Stout, & Claudia L. Edwards • ASCD, 2013


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PURPOSE

Create an in-house professional development program that gives teachers the opportunity to investigate, practice, and observe instructional strategies, classroom management procedures, student engagement practices, and other components that are a part of the Danielson Framework for Teaching

Raising Student Achievement

Conference 2015

MAIN FOCUS OF THE PROGRAM


Domains 2 and 3 of the

Framework as it strives to

enhance professional

practice with the goal of

improving student

achievement

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BENEFITS TO TEACHERS

• Allows teachers to share best practices •  Focus on certain “look-fors” that will help

with implementation of the Danielson Framework for teaching (the new evaluation model) • Create professional dialogues centered

around teaching strategies that can help improve student achievement



Model for the Peer Classroom Walkthrough Pilot Program 2014-2015: Four Corners

Teachers who volunteered were placed into groups of four that crossed curricular areas. A maximum total of 16 teachers (four groups) were accepted for this pilot. Each group of four teachers will conduct peer classroom walkthroughs in each other’s classrooms.

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WHAT HAPPENS IN A PEER CLASSROOM WALKTHROUGH?

•  Each round of classroom walkthroughs focuses on a certain “Look For.” •  A Look For is one of the components of Domain 2 or

3 that the Four Corner group has studied, researched, and discussed. •  Each teacher in the group then visits one other

teacher’s classroom from that group and collect data on the Look For. •  Peer classroom walkthroughs follow specific

protocols set up by the Four Corners Group.



Wha

t did

w

e d

o th

e

pilo

t ye

ar?

•  Group of 16 pilot teachers read Engaging Teachers in Classroom Walkthroughs

•  Discussed any of their concerns, questions, ideas with the whole group

•  Determined the protocols that would be used for the walkthrough process

•  Decided on the first “Look For” •  Groups of four then met for a half-day to

discuss and learn more about each “Look For” and review data from the previous round of walkthroughs

•  Developed Google forms to use for each round of walkthroughs

•  Held three rounds of classroom walkthroughs

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DETERMINING PROTOCOLS FOR WALKTHROUGHS

•  Walkthroughs will last no more than 15 minutes

•  Observers will notify the teacher the week before they plan to come in for the walkthrough

•  The teacher being observed can let the observer know which days the walkthrough shouldn’t occur

•  Unless it is agreed upon, the walkthrough will not start right with the beginning of the class or occur right at the end of class

•  It will be agreed upon if the observer can talk to students during the walkthrough

THE FIRST “LOOK FOR”: 3C

Engaging Students in Learning Raising Student Achievement

Conference 2015

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GRADUAL RELEASE OF RESPONSIBILITY

• Focused Instruction: “I do” • Guided Instruction: “We do” • Collaborative Learning: “You do together” • Independent Learning: “You do alone”


EVIDENCE OF STUDENT ENGAGEMENT FOR FOCUSED INSTRUCTION

•  Presents the topic and the learning goals before the beginning of the focused instruction

•  Invites students to self-assess what they already know about the topic and elicits a few responses

•  During the focused instruction, requires everyone to take notes •  Uses visual aids to complement the focused instruction •  At various points during the focused instruction, asks a

question that requires students to refer back to their notes to respond

•  When asking questions during focused instruction, calls on nonvolunteers

•  At the conclusion of the focused instruction, ask students to reflect for a few moments to think, formulate a question, make a suggestion, or record their thoughts on the topic and share with others


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REVIEW OF 2014-2015 DATA

•  112 Walkthroughs were completed •  Instructional Settings Averages •  Focused Instruction (“I do”) – 22.97% •  Guided Instruction (“We do together”) – 32.83% •  Collaborative Learning (“You do together”) –

18.47% •  Independent Learning (“You do alone”) – 25.73%

•  197 indicators of Student Engagement according to critical attributes for Walkthrough rounds 2 and 3


WHAT DID WE LEARN THE PILOT YEAR?

• Teachers are willing to do more! • Teachers want as much support as

possible with the Framework for Teaching. • Teacher talk is as important as student

talk. • Besides noting what good things are

happening, we do need to indicate when there is something bad.


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PEER CLASSROOM WALKTHROUGH STRUCTURE FOR 2015-2016

• One teacher serves as the Peer Classroom Walkthrough coordinator in lieu of a supervision • Over a third of the staff are participating •  Each semester the participating staff will be

placed into one of three groups •  Four rounds of walkthroughs will occur; two

each semester •  For each round, a teacher will be assigned two

teachers from within the group that must be observed and can observe anyone else within the group if desired


PEER CLASSROOM WALKTHROUGH DATA COLLECTION FOR 2015-2016

• Each round will focus/“Look for” one or more component from the Framework for Teaching • Participants indicate the following for each

critical attribute of the “Look for” •  YES – Evidence of attribute observed •  NO – Negative aspect of attribute observed •  NOT APPLICABLE – Did not see any evidence of attribute

• Participants also look for evidence of Teaching with Purpose


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GREG URBANIAK

[email protected]

GRANT COMMUNITY HIGH SCHOOL

DIRECTOR OF CURRICULUM, INSTRUCTION, & ASSESSMENT

peer classroom walkthrough - raising student …€¦ · peer classroom walkthrough raising student...

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