Paradise High School 2009 – 2010 “Leadership” by just popping in ……

Definition : Walk-Throughs are 2-4 minute regular visits to classrooms by instructional leaders that provide a school-wide snapshot, over time, of classroom environments, learning experiences, and student perspectives.

Purpose :  To view the entire school, not to evaluate individual teachers  To gather data unassumingly  To serve as a catalyst for reflective school- wide dialogue  To help educators articulate and practice customary, attentive teaching that enhances student learning

Rationale :  A ssist administrators to act as instructional leaders  Promote a team ambiance throughout the campus with school-wide expression  Students receive the message that teaching and learning are the focus to our school belief system  Administrators gauge the overall school environment rather than individual aspects

Overview of Importance:  A technique to strengthen curriculum alignment and instruction on a daily basis in all classrooms  An instrument to increase classroom visit effectiveness  A productive technique to promote dialogue between teachers and administrators concerning the classroom teaching environment

CWT will promote :  Increased student achievement in classroom and on the TAKS test  Improved instructional practices within the classroom setting  Fewer office referrals due to classroom disruptions  Relationships built between instructors, students, and administrators  Systematic approach to increasing student achievement  Improved instructional practices within the classroom  Identify “Best Practices” and effectiveness of curriculum implementation

An attentive classroom visit will only consist of a brief period of time followed by a time of reflection between the teacher and the administrator.

A Classroom Walk-Through: Should be no more than 2-4 minutes within a classroom setting for each visit

A Reflective Dialogue: Should take no more than 2-4 minutes for the administrator and teacher discussion

is designed to assist in …  Reflecting on beneficial teaching practices  Aligning instruction across the campus/district  Curriculum analysis skills in subject area  Improving student attainment of subject area  “Coaching” for improved practice in the classroom

4 Types of Classroom Visits: 1. Visible presence of Administrator 2. Informal teacher observation 3. Formal teacher observation 4. Brief Classroom Walk-Through

is NOT intended for evaluation purposes

What is being looked for in a CWT :  Teaching Objective/Learning Expectation  Grade-level target  Level of Bloom’s Taxonomy  Appropriate Text and Materials for lesson  Instructional Strategies  Student engagement  Survey of Learning Environment

Instructional Strategies : o Providing information in a variety of methods o Differentiating instruction o Modeling desired skills, actions, and outcomes o Examples provided to transfer knowledge o Investigate and observe from a variety of sources o Check for understanding/varied questioning o Re-teaching o Cooperative learning o Creative thinking o Compare and contrast o Reflective activities o Providing extension opportunities

Assessment :  Formal Pre-test Tests/Quizzes  Informal (Checking for Understanding) Observation Questioning Peer Assessment/Evaluation Skill Demonstration Teacher actively monitoring (walking around )

Learner Engagement : This step focuses on the level of attention that students are devoting to the task.  Engagement- work has clear importance to the students  Strategic compliance – Student associates work with extrinsic consequences that are of value  Ritual compliance – Student uses whatever effort available to avoid negative consequences  Disengagement – Student is off task and disconnected while spending little or no effort to comply with the instructor  Rebellious – Student refuses to do the assigned tasks * To determine engagement level, students may be asked questions during the brief walk-through.

Learning Environment : Data is collected while “walking the walk” around the classroom.  TEKS of the assignment are posted and in sight  Lesson Objective is posted and in sight  Classroom is organized for learning to take place  Current/relevant displays  Samples of student work are in view for display  Writing samples are posted  Resources available for student use  Classroom Behavior Expectations posted and in sight

When will CWT’s be conducted ? GOAL : Every Classroom Three visits each grading period Different times of day Different times of week

After the Walk-Through: Document observation: Teaching Objective and Student Expectation Grade-level Target Level of Bloom’s Taxonomy Text and/or materials Review notes: Instructional Strategies Learner Engagement Learning Environment

Reflection : The ability to express what is taking place in the class and make sense of what is happening on a daily occurrence. However, it is more important to look forward, to foresee what is to come and what are the steps to get to the desired objective.

Reflective Dialogue Must Contain :  A decisive time for a close look  A eagerness to be open-minded to other points of view  Knowingly processing your thoughts  Obtaining new insights and appreciation  Dedicated action with the learning that has taken place

Quality Reflection :  Requires Practice  Given only about 50% of time  No answer is expected  Take about 5 minutes Purpose: To discuss how a Classroom Walk-Through can impact teaching and learning in our school

Special Thanks to : o DeAnna Jenkins – ESC Region XI, Ft. Worth, Tx o Prairie Grove ISD o Peter Pappas – “Teacher Lead Professional Development” o Todd Weidemann – Berrien Springs HS o o o