1. Monitoring through Walk-Throughs Participants are expected to purpose the book: The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice one Teacher at a Time
Welcome to this independent study on Monitoring through Walk-Throughs. This module focuses on monitoring rigorous curriculum, quality instruction, and student engagement through efficient, effective 3-10 classroom observation Walk Throughs. Participants are expected to purpose the book: The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice one Teacher at a Time by Carolyn J. Downey, Dr. William K. Poston, Betty E. Steffy and Fenwick W. English (2004)

2. Overview Instructional Leadership Model Reading on Walk-Throughs
Protocol / Process
Ladder of Inference
During Classroom Observation
After Walk-Throughs
Making Plans
Here’s a quick overview of this module. You will be introduced to the "Instructional Leadership Model" which is a systems thinking approach for improving critical behaviors of the principal or instructional leader, and managing core components of school improvement through key processes. Next you will be asked to read about a particular Walk-Through protocol or process and identify key concepts from the reading. Then you will explore the significance of the “Ladder of Inference” relevant to “sticking to the facts” observed in the classroom. We will discuss what to do during the classroom observation and after the Walk Through. And then you will be asked to make plans regarding how you will implement this protocol or process in your school.

3. Enduring Understanding (Big Idea to be Applied by You)
Instructional leaders efficiently & effectively collect classroom observation data to inform next steps for improving curriculum & instruction, and supporting teacher growth.
An enduring understanding is a BIG IDEA that may be applied in multiple contexts or multiple situations. The enduring understanding that we intend for you develop in from this module and apply in your school is that instructional leaders efficiently & effectively collect classroom observation data to inform next steps for improving curriculum & instruction, and supporting teacher growth.

4. Intended Outcomes
Participants will…
Increase their knowledge of efficient strategies for effectively collecting classroom observation data
Connect workshop concepts to research-based critical behaviors
Develop an action plan
The intended outcomes of this module are that participants will increase their knowledge of efficient strategies for effectively collecting classroom observation data focused on rigorous curriculum, quality instruction, and student engagement. And that participants will connect workshop concepts to research-based critical behaviors of principals for monitoring performance accountability. Also, you will be asked to demonstrate your understanding by developing an action plan for the implementation of Walk Throughs that impact teacher growth.

5. Proposed Norms & Expectations
Stay focused and fully engaged
silence cell phones, close , no competing projects or other distractions
handle other business later
Participate to grow
monitor your engagement and complete all tasks
Be a learner
create your own meaning and application
Get your needs met
repeat sections as needed
break presentation into chunks to meet your needs
The proposed norms & expectations for this module are that you will stay focused and fully engaged, participate to grow, be a learner, and get your needs met.

6. ISLLC Standards ISLLC #1 Vision Mission, & Goals
Student Achievement Teacher Quality Instructional Leadership
ISLLC #1 Vision Mission, & Goals
ISLLC #2 Teaching & Learning
ISLLC #3 Managing Organizational Systems
ISLLC #4 Collaborating with Families
ISLLC #5 Ethics & Integrity
ISLLC #6 The Educational System
The next few slides will present a big picture overview of the systemic expectations for principals and instructional leaders. We believe it is important for you to understand how this module “fits” into the overall expectations of principals and instructional leaders. This graphic represents an overview of the National Leadership Standards, referred to as the Interstate School Leaders Licensure Consortium Standards. This module focuses on Standard number 2, which is entitle Teaching & Learning, and is described as: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth. This is a very broad standard, so it helps to divide it into three themes or elements: 2a Strong Professional Culture, 2b Rigorous Curriculum and Instruction, and 2c Assessments and Accountability. This module focuses on theme 2c Accountability.

7. Student Achievement Teacher Quality Instructional Leadership
Instructional Leadership Core Components are Managed through Key Processes
Student Achievement Teacher Quality Instructional Leadership
Implementing
Monitoring
Supporting
Communicating
Advocating
Planning
This Instructional Leadership Model represents system thinking approach to managing the school with a focus on student achievement, teacher quality, and instructional leadership. In this model various core components are managed through six key processes. In other words, the implementation of any core component is managed through planning, implementing, monitoring, supporting, communicating, and advocating. This workshop will emphasize the key process of monitoring, which is defined as systematically collecting and analyzing data to make judgments that guide decisions and actions for continuous improvement.

8. Core Component:
Performance Accountability: Leader holds self and others responsible for realizing high standards of performance for student academic and social learning; there is individual and collective responsibility among the faculty and students.
Core components are characteristics of schools that support teacher performance and student learning. The Instructional Leadership series, of which this module is a part, focuses on the core components of Performance Accountability, High Standards for Student Learning, Rigorous Curriculum, Quality Instruction, and Culture of Learning. This workshop will emphasize the core component of Performance Accountability which is defined as the leader holds self and others responsible for realizing high standards of performance for student academic and social learning; and there is individual and collective responsibility among the faculty and students.

9. Research-based Critical Behaviors
Instructional leaders allocate time to evaluate faculty for student learning.
Identifies taught curriculum
Identifies instructional strategies
Instructional leaders allocate time to evaluate student learning.
In recent years Vanderbilt University researchers found that specific principal behaviors have a direct and significant impact on teachers’ performance and student learning. These behaviors have been identified and can be measured through the VAL-Ed (an evidenced-based, 360 degree multi-rater rating scale that assesses principals’ leadership behaviors). This workshop will focus on the principal behaviors of allocating time to evaluate faculty for student learning (this includes identifying the taught curriculum and the instructional strategies used in the classroom) and allocating time to evaluate student learning.

10. Sample Application Focus & Action Plan
Monitoring: Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.
Performance Accountability – Leader holds self and others responsible for realizing high standards of performance for student academic and social learning; and there is individual and collective responsibility among the faculty and students.
Research-Based Critical Behaviors:
Current Reality
(include evidence)
Ideas/Strategies
to apply
Next Steps
Allocates time to evaluate faculty for student learning.
Identifies taught curriculum (content of standard & cognitive level)
Identifies instructional strategies (agreed-upon or research-based)
Allocates time to evaluate student learning.
Other
Questions to Guide My Growth Plan
Considering the concepts from this module and your notes from above, please provide a response in the space below.
What ideas, strategies, and/or concepts presented/discussed in this professional development provided reinforcement for things you already do well?
What ideas, strategies, and/or concepts presented/discussed in this professional development may address refinement for growth in your instructional leadership role?
What is Your Action Plan?
Do WHAT?
By WHEN?
What is the projected impact on teacher performance?
The application focus of this workshop includes constructing an action plan for monitoring through Walk Throughs that impacts teacher growth in your school. This is a sample Action Plan. At the top of an Action Plan is lists the key process and core component associated with this module and provides their definition. These provide the big ideas that guide this module. The Research-Based Critical Behaviors related to this module are bulleted in left-hand column. The primary focus of the module is connected with the Research-Based Critical Behavior in bold. As you progress through this module you may note ideas relevant to the other behaviors too. If you have participated in a VAL-ED survey this list should look very familiar. The action plan asks you to identify ideas/strategies that you may apply and determine Next Steps. Next, you are asked to reflect on what you already do well and consider how this module provides reinforcement for things; and then consider an area for improvement and describe how this module may address refinement for growth in your instructional leadership role. Lastly, you are asked to develop your Action Plan and project the impact of this module, your refinement, and your Action Plan on teacher quality and student achievement?

11. Reflection Research-Based Critical Behaviors Rate your current reality
5 = highly effective
3 = effective
1 = ineffective
List evidence to support rating
At the conclusion of this module you will construct an action plan focused on applying the key process, core component, and research-based critical behaviors.
Before advancing to the next slide, please download the WORKBOOK by clicking on the link at the bottom of the page. Once the download is complete save the file to your computer. Keep the workbook open to complete tasks throughout this module. Be sure to save the file often.
Page one of the workbook is the action plan. After reading through ALL of the information on page one, reflect on how effectively you are demonstrating each of the critical behaviors in your school at this time. What is your current reality? Rate yourself using a scale of 1-5 in which “3” equals Satisfactorily Effective (or proficient). Most importantly, provide evidence to support your score. At the conclusion of the module you will be asked to list Ideas/Strategies, describe Next Steps, and answer the questions at the bottom, and record your Action Plan.

12. REFLECTION ON PAST EXPERIENCE
Consider the following:
What data have you collected?
How often do you get into classrooms?
What prevents you from being in classrooms more often?
How have you used the data?
What is the nature and frequency of your follow-up with teachers?
Before we proceed further with this module, we want you to think about your past experience relevant to Walk Throughs. Consider the following questions and please take a few minutes to make notes about each question. Well you are ready, click on "Next" to advance to the next slide.

13. Guiding Question
How do instructional leaders allocate time to observe faculty?
How do instructional leaders efficiently gather effective evidence of …
rigorous curriculum?
quality instruction?
student engagement?
These guiding questions are intended to communicate the focus of this module. Please keep these questions in mind as you proceed through the module. At the conclusion of the module we will revisit the guiding questions.

14. Walk-Throughs Overview
Walk-Throughs are…
A data gathering process
quality data in 3-10 minutes per classroom
A tool to gather concrete evidence
Observable and measurable facts
An aid to monitor teacher performance and focus on agreed-upon priorities
Not an evaluation system
Not part of the formal evaluation system
The next couple of slides present a quick summary of key points about this walk through protocol. This Walk-Through process can be powerful tool for gathering quality data in 3-10 minutes (so it is efficient). It is not intended to replace teacher evaluation processes. Beyond the significant points on this slide, because of the frequent sampling, this walk through protocol gives greater validity to your concrete evidence it lowers teacher apprehension over time, improves your understanding about the school’s functioning, identifies common areas of need for professional development, provides an opportunity to observe the impact of professional development on teacher behavior in the classroom, and increases your first-hand data if parents call with concerns.

15. Walk Throughs Overview
Narrow focus on …
Rigorous Curriculum
identify content & cognitive level
Quality Instruction
identify instructional strategies
Student Engagement
orientation to the work
This walk through protocol is intended to have a narrow focus (so it is effective). Time is precious and limited, and making time to get into classroom can be challenging. However, making time to monitor teacher performance or teacher effectiveness is a significant part of the job of an instructional leader. Instructional leaders need to focus on identified priorities. If they went into classrooms and randomly gather data about everything going on in the classroom, the resulting data would be so diverse that it would provide no guidance to monitor teacher performance and would not provide assistance in supporting teacher growth. This Walk-Through protocol recommends a focus on rigors curriculum, quality instruction, and student engagement.

16. Classroom Walk Throughs
Participants are expected to purpose the book: The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice one Teacher at a Time (2004) by Carolyn J. Downey. But just in case you have not had time to read the book yet (or read it many years ago), let’s take a look a short summary of the book. Click on the link at the bottom of the page to open the summary from The Main Idea (2008) and then go to the next slide for directions. Note: This slide just presents a copy of the first page of summary.

17. Classroom Walk Throughs
As you read …
Highlight key concepts
Note similarities and differences
Consider the following…
What should you observe during the classroom visit?
What do you write down?
What do you do afterward?
As you read the article please highlight key concepts, check items that are congruent with YOUR current practice, and mark items that are new/different. After reading the entire article/summary complete the Reflection on Big Ideas include answering the three focus questions at the bottom of the Reflection on Big Ideas form on page two (those questions are listed here too).

18. Walk Through Process: Diagnosis of instruction
Identified concrete evidence provides evidentiary support for a conceptual claim
In the classroom - identify concrete evidence of behaviors
Facts you see, hear, & feel
In the office – examine trends and label a conceptual claim
Let’s take a moment to reflect on the big picture regarding why instructional leaders utilize a Walk-Through classroom observation process. The ultimate purpose of this walk-through process is to work collaboratively with teachers to help them improve their practice. During the Walk-Through process instructional leaders will identify concrete evidence that provides evidentiary support for a conceptual claim for improvement. In other words the purpose of the Walk-Through is to inform the follow-up with the teacher to guide improvement in a specific area or category. Unfortunately, communication from instructional leaders to teachers often only includes the labeled conceptual claim about an area or category for improvement. That criticism seldom helps a teacher grow. The concrete evidence of observed classroom behaviors enables the teacher to understand and pinpoint what behaviors needs to be improved; this can lead to changes in teacher strategies. When in classroom o identify concrete evidence, which is observable and measureable facts the observer can see, hear, & feel (remember, stick to the facts or low inference data). When in the office examine the trend in the data over multiple observations, and determine what the concrete evidence supports as a conceptual claim. Using this process, you will have excellent data for a discussion about teacher performance. teacher effectiveness, and teacher growth.
new

19. Classroom Walk Throughs
Recommended Priorities
Rigorous curriculum
Quality instruction
Student engagement
Other Considerations
Common Core State Standards
May define curriculum or instruction
Teacher Evaluation (pick 1 indicator)
Learning Environment
We believe that for Walk-Throughs to be effective the instructional leader needs to determine the focus of Walk Throughs classroom observations in the school. We recommend four priorities including rigorous curriculum, quality instruction, and/or student engagement. That means the conceptual claim for which the instructional leader must gather concrete evidence is relevant to identified curriculum content, context, & cognitive level, identified teacher instructional strategies that are research-based and/or aligned with priorities from your school improvement plan, and students’ orientation to the work. To do this well an instructional leader must be able recognize the concrete evidence that links to conceptual claims about rigorous curriculum, quality instruction, and student engagement.
In some schools many teachers may already be doing well in regard to rigorous curriculum, quality instruction, and/or student engagement; or in some districts other priorities have been imposed on schools. So another consideration for the focus of Walk Throughs may be the new Common Core State Standards with a focus on ELA shifts, Math practices, specific standards, or specific instructional issues. Often districts want instructional leaders to focus on the teacher evaluation, so this may be done by prioritizing one indicator upon which to collect concrete evidence. Another consideration may the classroom learning environment. Whatever else you might consider for your school, remember this Walk-Through protocol is about FOCUS. Too many priorities means you have no priorities. Too many conceptual claims to consider means you cannot gather sufficient concrete evidence in 3-10 minutes.

20. Ladder of Inference
I do something based on my beliefs
I develop conclusion and/or beliefs based on the assumptions I make
I add my own meaning (personal, cultural, educational experience, etc)
I notice, select, or observe certain information & experiences
Information & experiences surround me (facts – see, hear, & feel)
This slide represents the Ladder in Inference. Inference is the logical process of reasoning from fact or evidence to a conclusion. The Ladder of Inference model is read from the bottom to the top. We are surrounded information and experiences. We consciously and unconsciously select what to notice or pay attention to. We may add our own meaning and make our own assumptions which leads to conclusions. There is a natural human nature to move up the Ladder of Inference to quickly; meaning we may add our own meaning or incorporate our own assumptions that result in inaccurate conclusions. The challenge for the instructional leaders is to be aware of this tendency and stick to the facts (stay at the bottom of the ladder). When gathering concrete evidence in the classroom observe the facts and record only the facts. It is critical that the instructional leader not add his/her own meaning, and not make assumptions about what he/she sees, hears, or feels.

21. Consider the following:
Why it is important to understand The Ladder of Inference while applying Walk Throughs?
Why is it important to test perceptions by checking THE FACTS?
How does “sticking to the facts” make follow-up conversations more credible and palatable?
Consider the following questions. Return to your workbook and write your responses

22. Prepare for a visit Recommend quadrants on paper
Rigorous curriculum Quality Instruction
Student Engagement ?Other?
Alternative – use 3x5 cards
Remember: Identify and record ONLY facts relevant your priorities
This Walk-Through protocol is not the only method that can be used to gather classroom observation data. Typically, when gather classroom observation data for teacher evaluations instructional leaders use scripting to gather detailed information during the classroom visits; and some teacher agreements specify steps and timelines that need to be followed. The point here is this Walk-Through protocol does not replace those teacher evaluation requirements.
For this Walk Through protocol, we suggest taking notes ONLY relevant to your priorities. So, to prepare for classroom visit fold a piece of paper into four quadrants and label the quadrants rigorous curriculum, quality instruction, student engagement, and what other category you have chosen as a focus. For each visit, make notes on the single piece of paper; you will add more notes when you return to the office.
Another option is to use one 3x5 card. These are easily stored after each visit, have sufficient space for the amount of notes per visit, and are easy to spread-out or sort to determine trends later.

23. Video: Look Closely!
Video Link:
As you watch the video make notes on your Walk-Though form...
Rigorous curriculum
Quality Instruction
Student Engagement
Other
VIDEO: Look Closely!: Describing Similarities and Differences Between Objects
PURPOSE: Implementing a lesson on similarities and differences
URL:
Now let’s practice gathering classroom observation data using this Walk-Through Protocol. In this case we have a short video clip of a lesson for you to observe. As you watch the video make notes on your Walk-Though form.

24. Interpreting the Data Using the low inference data
Compare the curriculum observed to the Common Core State Standards and consider …
Aligned with content of standard
Aligned with cognitive level
Aligned with context of assessment
The next three (3) slides focus on what to do AFTER gathering the classroom observation data. This analysis and interpretation of the concrete evidence to determine the appropriate conceptual claim is a critical part of the Walk-Through process. Each analysis uses the data you collected during this classroom observation and all of the previous observation data. The critical point here is that you are using evidence from multiple visits to develop your conceptual claim.
When you return to the office, use the low inference data to analyze the teacher’s performance relevant to rigorous curriculum.
Check for concrete evidence that the curriculum content of the observed lesson is aligned with the content of Common core State Standards for that grade or course. More specifically note that the observed classroom curriculum content is NOT at a lower grade level or is it NOT completely outside the expected standards (there is no time for irrelevant learning activities).
Check for concrete evidence that the cognitive level of the lesson aligns with the cognitive level indicated in the matching Common core State Standard. More specifically note that the observed classroom lesson or assessment is NOT at a lower cognitive level. Remember, classroom lessons and assessment should exceed that cognitive level expected within the standard in order to prepare students for state assessments.
Check for concrete evidence that the context of the observed lesson and/or assessment is aligned with the context of the identified Common Core State Standard. More specifically note that the observed classroom lesson and/or assessment models the type of assessment that students we see on state assessments.

25. Interpreting the Data Using the low inference data
Compare the observe teacher instructional strategies to expectations
Research-based strategies?
Aligned with priorities from your school improvement plan?
Use the low inference data to analyze the teacher’s performance relevant to quality instruction.
Check for concrete evidence that the instruction observed is aligned with teacher instructional strategies that are research-based and/or aligned with priorities from your school improvement plan. More specifically note that the observed classroom instruction is NOT inconsistent with lesson objective or NOT inconsistent with the school improvement strategies.

26. Interpreting the Data Using the low inference data
Consider student engagement
How many students were observed to be oriented to the appropriate work?
Any distractions?
Consider other relevant items
Use the low inference data to analyze student engagement.
Check for concrete evidence that the students were engaged in the lesson. More specifically how many students were oriented to the work, doing the work, asking appropriate questions, and/or engaged is discussions. Also note that the student actions & behaviors are NOT inconsistent with lesson objective or focused on distractions in the learning environment.

27. Communicating Your Claim
What is the trend in the data?
What does the concrete evidence support as a conceptual claim?
What is your conceptual claim?
What is the impact on student learning?
What is your expectation relevant to your conceptual claim?
Describe the gap between the expectation and performance evidence.
Let’s assume you have gathered classroom observation data during more than a dozen visits with one teacher, performed the proceeding analysis after each walk through. Now you need to prepare a conceptual claim regarding an area for improvement (or reinforce a strength). Carefully consider these questions to guide you in preparing to communicate your claim.
What is the trend in the data over multiple observations? What does the concrete evidence support as a conceptual claim? What is your claim? (one concise, clear statement) What is the impact on student learning? (this provide discussion about WHY improvement is important) What is your expectation relevant your conceptual claim? (one concise, clear statement) Describe the gap between the expectation and performance evidence.
For this module choose one perspective (strength/reinforcement or improvement/refinement) and write a draft of script for communicating your conceptual claim to the staff member.
Return to your workbook to complete the task. When finished return to this presentation, and click next to advance to the next slide.

28. Follow-up Determine… 1 strength/reinforcement claim
1 improvement/refinement claim
Prepare
Conference after a dozen observations
Short statement with reflective question
Follow-up may be accomplished in many ways, it is really your choice depending on your style. However, it is helpful to prepare both a strength/reinforcement conceptual claim and an improvement/refinement conceptual claim. This allows you to begin a conference with the positive and then discuss the area for improvement. The important thing is to use supporting concrete evidence which enable the most teachers to understand what specific behaviors are strengths or in need of improvement.
As was stated in the summary, this Walk-Through protocol recommends engaging in a follow-up conference after more than a half dozen visits, because you need the data from multiple visit to make the conference meaningful.
However, teachers typically prefer some feedback after each visit. You can meet that preference by providing a concise description of one positive aspect of the observed lesson and a reflective question. These questions can help generate dialogue with the teacher. We recommend the feedback be provided orally, but you may leave a note if you prefer. Make choices to match your style and teachers’ needs.

29. Establishing the Procedure
Preparing Teaching Staff
How often will you be in classrooms?
How long will each visit be?
What are the priorities or focus for your classroom observations?
How will you provide feedback after each visit (or not at all)
How often will you schedule a follow-up conferences?
Now that you have developed an understanding of this Walk-Through protocol you need to establish the procedure in your school. This includes communicating the procedure to all staff and students (so everyone knows why you are in the classrooms), and gaining the support office staff (no schedule works without support from your secretary who can protect your scheduled time).
To communicate this Walk-Through procedure to staff we recommend that you discuss it during staff meeting. Prior to the staff discussion it often helpful to provide staff with a short written explanation. Consider the following questions to guide you in preparing a note to staff.
Return to your workbook to write a draft of your note to staff. When finished return to this presentation, and click next to advance to the next slide.

30. Establishing the Procedure
Preparing office staff
Why are walk-throughs critical?
Why is your scheduled time critical?
How can office staff protect your time?
What scenarios could be discussed to prepare office staff to handle potential schedule distractions?
What barriers need to be overcome?
Being an instructional leaders and focusing on classroom curriculum and instruction takes time. Unfortunately, many unscheduled and unexpected events may occur within a school day that can distract your attention and time away from classroom visits. Remember at the beginning of this module we asked you “What prevents you from being in classrooms more often?” Go back and review those notes, and consider how you overcome those barriers. The challenge is how can you minimize barriers and distractions. Typically part of the answer involves training of you office staff. You must ensure that your office staff understands the importance of protecting your time for classroom visits and their role in protecting it. Build a plan to engage your secretary (and other significant staff members) with the development of the schedule and to train the secretary to ensure the time is preserved.
Consider the following questions to guide your discussion with office staff.
Return to your workbook to create an outline to guide that discussion. When finished return to this presentation, and click next to advance to the next slide.

31. Establishing the Procedure
Creating your schedule
1 visit each week (or bi-weekly)
Reflection time (apply the data)
Back-up time chunks
Unscheduled moments
Next you need to create a schedule for the next four weeks that will get you into every classroom at least once during each week (or if you have a large school may be its once every two weeks). Remember, after each classroom visit you need time to review the evidence and draft a claim based on the evidence from that visit combined with past visits. So be sure to schedule your reflection time too. Of course, no schedule will work perfectly and without some interruptions so be sure to schedule built-in back-up chunks that allow you to go to classrooms that you missed due to interruptions to your schedule. Using a monthly calendar, your electronic schedule, or a piece of paper create a schedule for getting into classroom for 3-10 Walk-Throughs. Remember, sometimes the best time for a Walk Through classroom observation occurs at an unscheduled moment, so always have your materials ready so you can stop by a classroom.
Complete this task now. When finished return to this presentation, and click next to advance to the next slide.

32. More Data to Consider
Research indicates that effective instructional leaders use data from multiple sources:
student results
student work samples
teacher performance data
teacher reaction to the initiative
When you return to your office to reflect on Walk-Through classroom observation data, remember that you have access to other data too. Research indicates that effective instructional leaders use data from multiple sources when making decisions about teacher performance. You have the data from classroom observations, plus student assessment results linked to that teacher, you can collect student work samples (these could be especially helpful in determining the curriculum context and cognitive level), and other teacher performance data like the formal evaluation. Additionally, research has found that is important to look at the fidelity of implementation of programs while observing the teachers reaction to the that initiative. This information can help uncover where the teacher needs support. The point is, you have access to more data about each teacher. Take advantage of data from multiple resources to provide more concrete evidence to support your conceptual claim.
Return to your workbook to describe how can you access this other data at your school and how you can use this data as concrete evidence to support a conceptual claim? . When finished return to this presentation, and click next to advance to the next slide.

33. Closure – Guiding Questions
How do instructional leaders allocate time to observe faculty?
How do instructional leaders efficiently gather effective evidence of …
rigorous curriculum?
quality instruction?
student engagement?
Remember those guiding questions we shared at the beginning of this module?
Return to your workbook to answer the guiding questions. When finished return to this presentation, and click next to advance to the next slide.

34. Closure – Action Plan
Connect concepts shared in this module with the “Research-Based Critical Behaviors”
List at three things per box in the column labeled “Ideas/Strategies”
Remember the Action Plan that you examined at the beginning of this module. Review the column label Current Reality. Has your understanding of and capacity to implement these behaviors grown? Now its time to connect the concepts shared in this module with those research-based critical behaviors. Review the research-based critical behaviors and list idea/strategies that you’ve learned in the column labeled Ideas/Strategies. Please list at least three things in each box (these may include things you are already doing, have learned today, or may apply from other sources).
Return to your workbook to complete this task. When finished return to this presentation, and click next to advance to the next slide.

35. Closure – Action Plan Next Steps Reinforcement Refinement Action Plan
Additional data? Who? Resources?
Reinforcement
Refinement
Action Plan
Do what? By when?
Impact on Teacher Performance
Now its time to create an action plan for implementation in your school during the next three weeks. First, consider what Next Steps may be necessary by answering all three questions in the column labeled Next Steps. Second, consider what ideas, strategies, and/or concepts presented in this module provided reinforcement for things you already do well? Third, consider what ideas, strategies, and/or concepts presented in this module may address refinement for growth in your instructional leadership role? Next, what needs to be done during the next three weeks. Describe your action by specifically stating who will do what by when. Make sure the what is observable and measureable. Take out your calendar and list these deadlines on your calendar. Lastly describe the projected impact of the ideas/strategies, refinement, and Action Plan on teacher performance or growth?
Return to your workbook to complete this task. When finished return to this presentation, and click next to advance to the next slide.

36. Thank You! Please complete Participant Feedback
WRAP-UP
Thank You! Please complete Participant Feedback
Thank you for participating in the Monitoring through Walk Throughs modules.
The purpose of this slide is to guide you through the wrap-activities so that you may receive a certificate of professional development hours. To earn the certificate you need to do the following: 1) complete this module which includes submitting the completed workbook, 2) complete the participant feedback form, and 3) respond to a reflection survey that you will receive through in approximately three weeks (it asks you to reflect on your action plan and actual impact on teacher growth.
Note: If you are TAP School Principal your leadership coach may engage you in follow-up conversations your learning in this module and about your action plan.