profesionalisme guru- classroom walk through
TRANSCRIPT
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Welcome to:Classroom Walk-Through
(CWT)Presented by: Todd Wiedemann, Principal
Berrien Springs High School
Berrien Springs, MI
(269) 471-1748
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a powerful vehicle
to assess effectiveness
in curriculum
implementation.
Classroom Walk-Through…
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Classroom Walk-Through…
a way to talk
with teachers
about improvement
in teaching and learning.
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Classroom Walk-Through…
a way to better assess
curriculum and instructional
alignment on a day-to-day
basis.
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Classroom Walk-Through…
a tool to maximize the
principal’s time in the
classroom.
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MBWA(Management By Wandering Around)
Peters and Waterman
Takes on a new focus…
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Where the tenets of SMBWA
are practiced, schools have:
Higher studentachievement across SES
and cultural lines(Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; Louis
and Miles, 1991; Hallinger and Heck, 1995)
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Where the tenets of SMBWA
are practiced, schools have:
Improved classroominstruction
(Teddlie, Kirby, and Springfield, 1989)
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Where the tenets of SMBWA
are practiced, schools have:
Improved studentdiscipline
(Blase, 1987; Blase, 1991)
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Classroom Walk-Through
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A focused classroom visit
for a brief period of time
followed by
reflection
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Goals of CWT
• Principal as “Lead Learner”
• Frequent Classroom Visits by Principal
• Identification of Best Practices/Needs• School Improvement Planning• Professional Development• School-wide Reflective Practice• Increased Student Achievement
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R esear ch
Adults
learn best throughreflecting
on their experiences.(Costa and Garmston)
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Classroom Walk-Through
data-gathering
curriculum analysis
reflective thinking
provides structure and
practice in…
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is sensitive to the busyschedule and demands on
a principal’s time
Classroom Walk-Through . .
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CClassroomlassroom Walk-ThroughWalk-Through
should take no more thanshould take no more than
two to four minutestwo to four minutes
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should take
NO MORE
than two to four minutes
R eflective feedback. . .
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Classroom Walk-Through . .
is NOT intended
for
evaluation purposes
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Four Types of Four Types of
Classroom VisitsClassroom Visits
•Visible Presence• Informal Teacher Observation
• Formal Teacher Observation
• Brief Classroom Walk-Through
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Classroom Walk-Through ModelClassroom Walk-Through Model
Six StepsSix Steps
Step 1: Snapshot of Teaching and Learning
Step 2: Identification of Instructional Strategies
Step 3: Assessment of Learner Engagement
Step 4: Survey of the Learning Environment
After the Walk…Step 5: Analysis of Data Collected
Step 6: Reflection with Teacher
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Step 1: Snapshot of Step 1: Snapshot of
Teaching and LearningTeaching and Learning
T1 Teaching objective and
learning expectation
T2 Target
T3 Taxonomy
T4 Text and/or materials
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What T1 Might Look Like
• Objective posted with
benchmarks listed
• Objective not posted
• Play list on board(music)
• Introduced objectives
for tomorrow at end of
class
• Boardwork, Bellwork,
Homework posted
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What T2 Might Look Like
• Instruction was ontarget via our
curriculum, course
level, and/or grade
• Instruction was not ontarget via our
curriculum, course
level, and/or grade
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What T3 Might Look Like
• H Synthesis
• M Application and
H Synthesis
• L, M or H
• M Application
• L Instruction M-Lab
H-Report
• M-H Analysis
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What T4 Might Look Like
• Worksheet
• Watching video
• Book/paper boardexamples
• Calculator and graph
paper • Computer and text
• Handout, formulas andsymbols
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Step 2: Identification of Step 2: Identification of
Instructional StrategiesInstructional Strategies
List observableinstructional strategies
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What IS Might Look Like
• Writing/imagery
• Inquiry/mathmanipulatives with
m&m’s
• Rehearsal with visualcueing and asking students
to listen to each other
• Individuals or small
groups with teacher
floating-asking andanswering questions
• Boardwork/visuals
congested but
available
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Step 3: Assessment of Step 3: Assessment of
Learner EngagementLearner Engagement
Percentage of students engaged
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What LE Might Look Like
• 80% at start of class
• 100%
• 95%
• 50% many off task
• 85%
• Etc.
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Step 4: Survey of theStep 4: Survey of the
Learning EnvironmentLearning Environment
“Walk the walls” …andthe desks, tables, floor,
resources, technology
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What SLE Might Look Like
• Small group work
• Student work posted
• Visual, organized,
stimulating
• Clean and organized
• Colorful, cultural
visuals
• Soft classical music in background
• High energy
• Called on kids to help
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Step 5: After the Walk…Step 5: After the Walk…
• Check for alignment of the 4 T’s-Teaching objective
-Target
-Taxonomy-Text
• Identification of Instructional Strategies
• Learner Engagement• Learning Environment
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Step 6: Reflection with Teacher…Step 6: Reflection with Teacher…
• A deliberate pause
• A purposeful time for a close look at practice• A willingness to be open to other points of view
• Consciously processing your thoughts
• Gaining new insights and understanding
• Action with what has been learned
Reflective practice requires:
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1. Determine one focus area…1. Determine one focus area…
• Four T’s-teaching objective
-target
-taxonomy
-text/materials• Instructional Strategies• Learner Engagement• Learning Environment
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2. Determine type of feedback…2. Determine type of feedback…
• Reflective feedback with prompt
• Reflective feedback with limited
response by teacher
• Reflective conversation
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3. Determine how, when, where…3. Determine how, when, where…
• Email or face-to-face
• Within the first 24 hours
• To last no longer than 2-4 minutes
• Informal place – hall, classroom, duty area,
lunch
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4. Determine prompt…4. Determine prompt…
• related to the focus
• non-judgmental language
• goal is to stimulate thought
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Reflection
must be purposeful.
M.B. Gunter, 2002
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ReflectionReflection
“…the ability to look back
and make sense of what
happened and what you learned.But it’s also the ability to look
forward, to anticipate what’s
coming up and what you needto do to prepare.”
Sommers, 2001
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Time IssueTime Issue
What is your primary roleresponsibility as a principal?
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Time IssueTime Issue
• How important is this
role responsibility in relation to
other roles you have in your work?
• What is the time ratio?
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Principal’s Time
Where• Office area
• Hallways/Grounds
• Off campus
• In classrooms
Time Spent• 65 %
• 17%
• 11%
• 7%Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)
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How much timeHow much time
for CWT’s?for CWT’s?
Goal: Every Classroom
Every 2 Weeks
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How much timeHow much time
for CWT’s?for CWT’s?
First TWO weeks: (with 40 teachers)
• CWT once in each classroom
during the two weeks (3 min.)•
Analysis of data (4 min.)• Reflective feedback with each
teacher (3 min.)
• 6.6 hours – 8.3% of 80 hours
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How much timeHow much time
for CWT’s?for CWT’s?
After practice: (with 40 teachers)• CWT in each classroom every 2
weeks (3 min.)
• Analyze data 50% of time (4 min.)• Reflection 50% of time (3 min.)• 4.3 hours – 5.4% of 80 hours
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Take
the walk
of your life…….
If interested in the full CWT training for
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If interested in the full CWT training for
you and your staff, please contact:
Todd Wiedemann, Principal
Berrien Springs High School
(269) [email protected]