eWalk Walkthroughs in Schools

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eWalk Walkthroughs in Schools

• Perry County Principals Meeting
• Kerry Fannin, HSE
• December 6, 2006

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eWalk WalkthroughCurriculum

• Aligned Curriculum Documents
• A district or school curriculum document,
  curriculum map aligned to the current Program of
  Studies/Core Content. (If we cant find it,
  inquire, Im having trouble finding)

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eWalk WalkthroughCurriculum

• Current Program of Studies/Core Content is
  identified in the lesson plan
• The lesson objective is identified by and
  congruent with state educational standards. The
  connection of the lesson objective to state
  standards is clear to the observer. (Ex., Core
  Content, Program of Studies, Academic
  Expectations)

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eWalk Walkthrough Curriculum

• Teacher is teaching from an up to date lesson
  plan
• The lesson plan matches the instruction being
  delivered in the classroom on the date of the
  walkthrough and matches the curriculum document
  currently being used.

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eWalk Walkthrough Assessment

• Frequent and Varied Assessments
• Written examination, Quiz, Performance event,
  culminating activity, presentations, computer
  assisted representations, Multiple Choice, Open
  Response and On-Demand items are used in the
  classroom.

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eWalk Walkthrough Assessment

• CATS Like Assessments
• Multiple choice, open response and on-demand
  forms of assessment are regularly being
  administered in the classrooms.

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eWalk Walkthrough Assessment

• Rigorous Assessments
• Assessment items exhibit a high level of
  complexity and require students to problem solve,
  inquire, make connections and reflect in order to
  effectively answer the question.

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eWalk Walkthrough Assessment

• Assessment items are aligned to the current
  Program of Studies/Core Content
• Assessment items are congruent with state
  educational standards. The connection of the
  assessment item to state standards is clear to
  the observer. (Ex., Core Content, Program of
  Studies, Academic Expectations)

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eWalk WalkthroughInstruction

• Activities are aligned to the current Program of
  Studies/Core Content Classroom activities are
  congruent with state educational standards. The
  connection of the classroom activities to state
  standards is clear to the observer. (Ex., Core
  Content, Program of Studies, Academic
  Expectations).

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eWalk WalkthroughInstruction

• Higher Order Thinking Activities
• Instructional activities require higher order
  thinking and the appropriate level of Depth of
  Knowledge. Classroom activities exhibit a high
  level of complexity and require students to
  problem solve, inquire, make connections and
  reflect in order to effectively participate in
  the instructional activity.

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eWalk WalkthroughInstruction

• Student Centered Learning Students are active
  learners and the teacher is a facilitator/coach
  in the classroom.

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eWalk WalkthroughInstruction

• Technology Enhances Learning Students/Teachers
  are using a technological device to facilitate
  instructional activities that significantly
  deepen student learning (computer, projector,
  calculator). 

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eWalk WalkthroughInstruction

• Differentiation
• Provides appropriate levels of student
  activities to groups of students and includes
  multiple intelligences and learning styles in
  instruction.

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eWalk WalkthroughInstruction

• Teacher demonstrates high expectations for all
  students
• All students are participating in instructional
  activities and it is evident that the teacher
  will not allow anyone to disengage from
  instruction.

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eWalk WalkthroughInstruction

• Effective questions relevant to a real world
  purpose
• The teacher poses questions to students during
  instructional activities in the classroom that
  make a clear connection to a valid reason for
  learning.

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eWalk WalkthroughInstruction

• Student Engagement
• The number of students who are and are not
  participating in the instructional activity in
  the classroom.

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Hands On Activity

• Audit Elementary DVD

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Video/DVD

• eWalk
• Paper/pencil Audit Observation

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eWalk Observation Findings

• What evidence were you able to get from the
  video/DVD?
• What evidence were you unable to get?
• Were there things you wanted to ask the teacher?

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Post Walkthrough Practice

• What do you do with your completed paper/pencil
  walkthrough forms?
• What process do you use to make all the data
  meaningful for you?
• Are we able, at some point, to use the
  walkthrough data to inform educational practices?
  
• What might it look like if we were able to
  analyze all data immediately?

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E Walk Curriculum Chart
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e Walk Assessment Chart
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E Walk Instruction Charts
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E Walk Student Engagement Chart
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Differences in eWalk and Audit/Review Observations

• eWalk
• 2-4 minutes
• Curriculum, Instruction and Assessment
• Quick electronic snapshot of instructional
  practice, able to see all teachers

• Paper Pencil Observation
• 15 minutes
• Evidence of any SISI Standards
• Interviews with teacher students
• Probably look at few teachers or limited items

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Differences in eWalk and Audit/Review Observations

• Record if there is evidence or not
• Objective
• Charts and Graphs display findings
• Used to see school wide or grade level trends
• Can quantify needs for teachers

• Records examples / samples of evidence
• Partially Subjective
• Organization of data by hand
• Mostly used to look at individual teacher needs
• Hard to quantify