Classroom Walkthrough

1
Classroom Walkthrough

• An Introduction

2
What are Classroom Walkthroughs?

• Unlike a classroom observation which provides a
  view of a single classroom, a walk through
  creates a school-wide picture made up of many
  small snapshots Its a strategy for providing a
  school, not an individual teacher, with feedback
  about what its doing or not doing
• (Perry, as quoted in Richardson, 2001).
• Source Richardson, J. (2001). Seeing
  through new eyes. Tools for Schools,
  October/November, 17.

3
What is CWT?

• A way to focus on best practices every day
• A way to collect aggregate data to see the trends
  of instructional practices in a school
• A way to engage the school community in dialogue
  about improving teaching and learning
• A process for translating data to information to
  action for improvement

4
How can CWT be used?

• To analyze patterns and trends in teaching and
  learning
• To monitor the efficacy of professional
  development or other improvement strategies
• To determine areas of focus for improvement
• To build professional culture and dialogue around
  teaching and learning

5
What are some possible outcomes?

• Improved instructional practices
• Increased student engagement
• More positive interaction between school
  leadership and students
• Increased collaboration between school leaders
  and teachers
• Fewer disciplinary referrals

6
What CWT is not

• CWT is not a teacher evaluation
  tool
• CWT focuses on understanding and supporting the
  improvement of classroom practice, not evaluation
  of the performance of specific teachers or other
  individuals

7
(No Transcript)
8
Planning with a Focus

• The CWT Process begins with a deliberate focus

What question(s) are we seeking to answer about
teaching and learning in our school?
9
(No Transcript)
10
Collecting Data

• Once a focus has been identified, data is
  collected using a set of research-based look
  fors

Look fors list of curriculum components,
instructional practices, and/or student
behaviors of which instructional leaders would
seek evidence during classroom visits
11
Focus on Curriculum

• Look Fors in this category
• Identify the learning objective(s)
• Determine whether the learning objective is
  evident to students
• Determine whether the learning objective is on
  target for grade-level standards

12
Focus on Instruction

• Look Fors in this category
• Identify the instructional practices
• Identify student grouping format(s)
• Identify research-based instructional strategies

13
Focus on the Learner

• Look Fors in this category
• Identify student actions
• Identify instructional materials
• Determine the level(s) of student work
• Determine level of class engagement

14
Focus on Classroom Environment

• Look Fors in this category
• Identify routines and procedures, available
  materials, student work, rubrics, exemplars,
  etc., that support the learning objective

15
Focus on the Needs of All Learners

• Look Fors in this category
• Response to specific student learning needs
  through differentiation in content, process,
  product, learning environment

16
(No Transcript)
17
Analyzing Data

• Looking at many walks collected over time, data
  can be analyzed

What are the trends? What are the patterns?
Where might there be connections?
18
(No Transcript)
19
Reflecting on the Data
Experience by itself is not enough. Reflection
on experience with subsequent action is the
pathway to renewal and continuous
improvement. York-Barr, J., Sommers, W. A.,
Ghere, G. S., Montie, J. (2006). Reflective
Practice to Improve Schools. (p. xx).
20
Reflective Practice

• Reflective practice is
• Taking a purposeful time-out to deliberately
  process thinking
• Actively analyzing a situation while considering
  other viewpoints
• Acquiring new awareness and understanding
• Taking action with newfound knowledge

21
Reflective Practice in CWT

• A time for group reflection on data about
  classroom practice in our school
• A time to turn data into actionable information
• A time to turnkey instructional improvement

22
(No Transcript)
23
Identifying Action Plan

• Reflective meetings culminate in the
  identification and development of an action plan

A series of action steps in response to what is
learned from the walk data
24
(No Transcript)
25
Acting on Evaluating the Plan

• School community implements the agreed-upon
  action plan
• As the action plan is implemented, progress is
  monitored by continued classroom walkthroughs

26
When are Classroom Walkthroughs Conducted?

• Anytime instruction is taking place
• Goal
• Every classroom
• Every week

27
CWT Signal

• My signal to let you know I am doing a classroom
  walkthrough is

28
Length of a Classroom Walkthrough

• A classroom walkthrough should last no more than
• 4 to 7 minutes

29
Sample Walk 1
30
Sample Walk 2
31
Sample Walk 3
32
Reflection

• Take a few minutes to consider the following
• How can classroom walkthroughs support
  instructional improvement and enhanced student
  achievement in our building?