Walkthroughs

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Walkthroughs

• Our Plan for the Year
• Coaching and Feedback

All slides are taken from the Participants
Manual Basic Foundations Part I Conducting
Walk-Throughs with Reflective Inquiry to Maximize
Student Achievement by Carolyn J. Downey and
Larry E. Frase
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Supervision?

• What is our goal as supervisors?
• How important is this role responsibility to us
  in relation to the other roles that we have at
  work?

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Ultimate Goal to influence

• Reflective, self-directed, self analytical,
  interdependent teachers who examine their own
  practices.
• Teachers continually willing to improve their
  teaching.
• Teachers who are committed to teaching the
  district curriculum and working for even higher
  student achievement.

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Shift in Supervision

• Away from coventional or hierarchical to
  collegial
• Focus on teacher development rather than teacher
  conformity
• Facilitation of teachers collaborating with each
  other in instructional improvement
• Teacher involvement in on-going reflective inquiry

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Walk-Throughs and Follow-up Conversations

• Short 2-4 minute informal observations
• Data/Observation 1-2 minutes
• Primary focus
• Curriculum decisions
• Instructional decisions
• Evidence of student learning, if accessible
• Consideration of possible follow-up
  conversation 1-2 minutes
• Follow-up conversations 5-10 minutes
• short one-on-one reflective" opportunities

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More Perspective

• Reflective questions to ponder that will move us
  toward on-going reflective thought
• Walk-through is a data gathering opportunity
• Follow-up conversation, when given, is ultimately
  meant to move a teacher toward reflecting on own
  practice for even higher student learning

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ULTIMATE PURPOSE OF INTERACTION
THE REFLECTIVE TEACHER
ON-GOING SELF-ANALYSIS
PROFESSIONAL GROWTH TARGETS FOR IMPROVING
PRACTICE
SEARCH FOR RESEARCHED PRACTICES
Collaborative Interactions And Learning Together
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A Few Definitions

• CURRICULUM (ends) the goals, standards,
  objectives, learning that students will know
  after instruction
• INSTRUCTION (means) the strategies, processes,
  resources, effective teaching practices,
  groupings, staffing used to reach the curriculum
  objectives
• ASSESSMENT the gathering of data to be used to
  determine effect of instruction on student
  learning of the curriculum

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Steps in Observation

• 1. Instruction orientation of student to the
  work
• 2. Curriculum determine curricular objectives
  and alignment to district curriculum and identify
  possible decision points for reflection
• 3. Instruction note instructional practices
  used and identify possible decision points for
  reflection
• 4. Walk the walls for more curricular and
  instructional decisions
• 5. Safety and facilities happens naturally

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Overview of Walk-Through Structure

• Student Orientation to the Work Do students
  appear to be attending when you first walk into
  the room?
• Curricular Decision Points What objective(s)
  has the teacher chosen to teach at this time and
  how aligned is the objective to the prescribed
  (district) written curriculum

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Overview of Walk-Through Structure

• Instructional Decision Points - What
  instructional practices is the teacher choosing
  to use at this time to help students achieve the
  learning of the curriculum objectives?
• Walk-the-Walls Curricular and Instructional
  Decisions What evidence is there of past
  objectives taught and/or instructional decisions
  used to teach the objectives that are present in
  the classroom walk-the-walls, portfolios,
  projects in the room?

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Overview of Walk-Through Structure

• Safety and Health Issues Are there any
  noticeable safety or health issues that need to
  be addressed?

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Instructional Teaching Practices

• No particular set of skills looking for ---
  looking for instructional decisions
• Researched practices have the greatest effect
• Attending behavior
• Marzanos Nine
• Mastery Learning Model
• Will not be in a checklist format

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Marzanos Nine

• Comparing and contrasting
• Summarizing and taking notes
• Reinforcing effort and giving praise
• Providing homework and practice
• Employing non-linguistic representations
• Using cooperative learning approaches
• Setting goals for students and providing feedback
• Having students generate and test hypotheses
• Use cues, questions, and advanced organizers

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Remember

• We are not looking for strengths and weaknesses
• We are not looking for areas to reinforce or
  refine
• We ARE looking for DECISION POINTS of the teacher
  and selecting possible follow-up conversation
  areas that might stretch the teacher are growth
  producing
• Purpose --- to start a journey, to plant a seed

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FORMING THE REFLECTIVE QUESTION FIRST CLARITY
OF THE TEACHING PRACTICE
TEACHER DECISION
TEACHING PRACTICE
Strategies for calling on students
Call on volunteers
Approach to selecting and ordering objectives
Teaching Multiple two digit figures
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Instructional Teaching Practice Example

• Teacher Decision
• Teacher assigned students to groups
• Teaching Practice (three possibilities)
• When to use jigsaw approach and when to use small
  group participation (narrow)
• Approach to grouping students--self selected,
  teacher selected, random, cooperative
  heterogeneous, etc. (broader)
• Approach to size of group--use of large group,
  small groups, individual learning situations
  (broader)

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Curricular Teaching Practice Example

• Teacher Decision
• Teacher is teaching students to write a 5
  paragraph expository essay
• Teaching Practice (three possibilities)
• Approach to use when selecting objectives for a
  lesson and determining the amount of time to use
  for each objective (narrow)
• Approach to use when mapping out your objectives
  for a semester. (broader)
• Approach in the integrating objectives across and
  within subject areas (broader)

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Differential Coaching

• Range of approaches
• Direct-dependent
• Indirect-independent
• Interactive/reflective-interdependent

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Follow-up Conversation Paradigm

• Dependent (Direct) I give feedback to you and
  TEACH
• Independent (Indirect)I invite reflective
  dialogue
• Interdependent (Collegial)I pose reflective
  question for thought and possible future dialogue
  and learning together

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LIFE CYCLE OF THE CAREER TEACHER (Betty Steffy)
Still Contributing to Field (Retired)
EMERITUS
DISTINGUISHED
Creating New Knowledge
EXPERT
National Certific.
Level of Expertise
PROFESSIONAL
Mature Teacher
APPRENTICE
Beginning Teacher
NOVICE
Pre-service
Time in the Field
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PARADIGM SHIFT

• CONVENTIONAL
• Controlling environment
• Hierarchical Structure
• Rewards and punishments
• Extrinsic motivation
• Supervisor control

• COLLEGIAL
• Growth environment
• Learning Community
• Recognition for growth
• Intrinsic motivation
• Inner locus of control

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Paradigm Continued

• CONVENTIONAL
• Default mentality to others deciding and I follow
• Origin of BehaviorOthers
• Boss-manager
• Work as task
• Approval
• Others for efficacy

• COLLEGIAL
• Self Governing by increasing knowledge
• Origin of BehaviorSelf
• Lead-manager
• Work as joy
• Increase capacity
• Self efficacy

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THE REFLECTIVE QUESTION ATTRIBUTES

• Decision (how do you decide)
• Choice (criteria used)
• About Ones Practice Not About This Lesson
  Observed (use present tense)
• Many Situations/Contexts (plural)
• Analysis, Synthesis, or Evaluation Cognitive
  Thinking
• Neutral/Non-judgmental (neither positive nor
• negative in tone)
• Positive Presuppositions (assumes person is
  thinking about and doing what is presented in the
  question)
• Honor What Was Observed (if possible)
• Impact on Student Learning (cause and effect
  analysis)

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HOW IT MIGHT SOUND

• When you are planning lessons from the district
  curriculum and designing the questions you will
  ask,
• AND thinking about whether you want students to
  volunteer or non-volunteer their responses,
• what criteria do you use
• to decide whether you will use volunteers or
  non-volunteers
• to influence each students accountability of the
  learning?

• Situation and Condition
• Teacher Thinking and Teaching Practice
• Choice
• Decision Maker
• (bring back tch.pra.)
• Student Impact

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Reflective Thinking

• Reflective thinking is a disciplined inquiry
  into the motives, methods, materials and
  consequences of educational practice. It enables
  practitioners to thoughtfully examine conditions
  and attitudes which impede or enhance student
  achievement. Norton (1994)

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Reflective Thinking

• Develop reflective
• thinking as a
• powerful tool for
• instructional change.
• Taggert and Wilson (1998)

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Reflective Thinking

• The process of making informed
• and logical decisions, then
• assessing the consequences of
• those decisions
• Taggert and Wilson (1998)

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Discussionand Questions