1. “Sharing What Works With Colleagues”
Using walk-throughs in Chambersburg Area School District.

2. Key Terms
Walk-Through: A short 3-5 minute visit to gather data on what the students are doing in the classroom.
Methodology: A category of “look fors” during the visit, focused on aspects of curriculum and instruction.

3. Purpose of Walk-Throughs in CASD
Improve instruction and learning.
Develop common language for teaching and learning.
Improve instruction and learning through reflection and analysis of data.
Provide a clear picture of what is happening in the classroom.
Highlight professional development needs.

4. Ultimate Goals of Walk-Through with Reflective Dialogue
Reflective, self-directed, self-analytical, interdependent teachers.
Teachers who are continually willing to improve their teaching practices.
Teachers who are committed to teaching the district curriculum and to working for even higher student achievement.

5. Key Ideas
To give teachers a reflective question to ponder, teachers choose to discuss further. Answers are for the teacher, not the administrator.
To change the hierarchical structure – facilitate independence rather than dependence.
Not to identify strengths and weaknesses (no judgment or praise).

6. Gathering data on key elements of curriculum and instruction – broad picture of the classroom
Purpose of the lesson.
Standards and benchmarks.
High level questioning.
Instructional strategy.
Student engagement level.
Evidence of student work to standards.

7. Focus is on reflection – promotes continuous learning ethic…
ONGOING
SELF ANALYSIS
SEARCH
FOR
RESEARCHED
PRACTICES
PROFESSIONAL
GROWTH
TARGETS
FOR IMPROVING
PRACTICE

8. Reflective questioning
Posed orally; not written.
Teacher is the decision maker.
Is asked in a non-judgmental or neutral manner.
Is positive.
Honors what was observed while including other examples.
References the impact on student learning (e.g., to move students forward…).
Has value to the teacher.

9. Supervisor/Employee Connection
Direct (Hunter)
Indirect
(Costa)
Reflective Collaboration
(Downey)
Berne’s (1963) Transactional Analysis Relationship
Type of Dialogue
Interaction
Covey (1989) Stages of Dependency
Interdependent
Adult-Adult
Independent
Adult-Adolescent
Dependent
Adult-Child

10. Approaches to follow-up
Direct
Supervisor/coach:
Gives feedback to teacher.
Indirect
Supervisor/coach invites teacher to:
Reflect on the short segment of observed lesson.
Follow up on those teaching practices that the teacher brings up.
Finish the conversation with a reflective question.
Interdependent
Poses reflective question in a conversation.
Engages in further dialogue.

11. Changes of Professional Practice
From To
Teacher as subordinate
Isolated
Dependent relationship
Infrequent observations
Dependence on checklists
Evaluation as part of permanent record
Individual
Proficiencies, void of curricular link
Teacher focused
Teacher as colleague
Collaborative
Autonomy in making decisions
Many, informal observations
Conversational
Unscheduled discussion
Linked to school culture
Link between pedagogy and curriculum
Student focused

12. THE CHANGE PUZZLE (P. Senge)
Skills
Resources
Results
Action
Plan
Trust
Vision
Change
Skills
Resources
Results
Action
Plan
Trust
Vision
Sabotage
Trust
Vision
Skills
Resources
Results
Action
Plan
Confusion
Skills
Skills
Resources
Results
Action
Plan
Trust
Vision
Anxiety
Skills
Resources
Resources
Results
Action
Plan
Trust
Vision
Anger
Skills
Resources
Payoff
Payoff
Action
Plan
Sporadic
Change
Trust
Vision
Skills
Resources
Results
Action
Plan
Action
Plan
False
Starts
Trust
Vision

13. CASD District Support for Buildings
Share walk-throughs with Staff Spring and Summer of 2009
Administrator Practice ( Now through June 2009).
Development of focus areas for walk-throughs (Spring / Summer 2009).
Share Methodologies with appropriate staff (Fall of 2009).
Data Gathering Begins Fall of 2009
Data will be shared monthly or quarterly with buildings, grade levels and departments. (Remember no teacher names will be in the data this year.)

14. Methodologies being developed
Power Teaching Grades 3-8
Reading Apprenticeship Grades 6-12
Co-Teaching All
Kid-Writing K-1
Literacy Block K-5
Inquiry Based Instruction All
Math Based Instruction All
ESL All
Differentiated Instruction All