1. Diocese of Allentown Based upon research and materials from Teachscape, Phoenix, AZ and Carolyn J. Downey 1

2. “If we want to grow in our practice, we have two primary places to go: to the inner ground from which good teaching comes and to the community of fellow teachers from whom we can learn about ourselves and our craft.” 2

3. “I believe that knowing, teaching, and learning are grounded in sacred soil and that renewing my vocation as a teacher requires cultivating a sense of the sacred.” 3

4.  Respect. ◦ Minimize interruptions/distractions to self and others. ◦ Maintain confidentiality of observations.  Participate. ◦ Talk is accountable for content and process. ◦ Ask questions. ◦ Critique ideas, not individuals.  Begin and end all sessions on time. 4

5.  Facilitator ◦ Keeps group on task. ◦ Ensures that group members have opportunity to participate and offer ideas. ◦ Monitors for talk that is accountable to content and process.  Timekeeper ◦ Monitors movement of group for CWTs. ◦ Reminds group of time during group activities.  Recorders ◦ Writes key ideas/responses.  Reporters ◦ Synthesizes key ideas and summarizes them for whole group. 5

6.  Review growth in CWT  Revise CWT to better meet school needs  Align CWT with instructional analysis  Promote deep alignment with curriculum  Design professional development programs 6

7. Review growth in CWT 7

8.  What were the successful experiences?  What challenges were encountered?  Did any patterns emerge? 8

9.  Successful ◦ Learned about each teacher and each class ◦ Enabled us to see a lot in a little time ◦ Another avenue of awareness of what is happening in each grade/classroom ◦ Made me more aware of what to look for when entering a classroom and to maximize my time there ◦ Got me into the rooms more often ◦ All visits seemed less formal ◦ Helped me focus on specific strategies so I can determine what areas might need to be addressed for future inservice planning ◦ Students saw principal as another educator in the room ◦ Teachers are getting used to displaying objective for each subject taught throughout the day 9

10.  Challenging ◦ Time for visits ◦ Length of visits ◦ Classroom doors are in front of room – creates disturbance ◦ Number of components ◦ Reflective prompt ◦ Comfort with procedure – administrator and teacher 10

11. Revise CWT to better meet school needs 11

12. 12

13. 13 Classroom Walk-Through Model Step 1: Snapshot of Teaching and Learning Step 2: Identification of Instructional Strategies Step 3: Level of Learner Engagement Step 4: Survey of the Learning Environment After the Walk… Step 5: Analysis of Information Collected Step 6: Reflection with Teacher

14. 14 Step 1: Snapshot of Teaching and Learning T 1 Teaching Objective and Learning Expectation T 2 Target (Grade Level Standard) T 3 Taxonomy (Bloom’s) T 4 Text and/or Materials

15. 15 Step 2: Identification of Instructional Strategies List of Instructional Strategies Research-Based Strategies Robert Marzano

16.  Identifying similarities and differences  Summarizing and note-taking  Reinforcing effort and providing recognition  Homework and practice  Representing knowledge  Learning groups  Setting objectives and providing feedback  Generating and testing hypotheses  Using questions, cues, and advance organizers 16

17. 17 Step 3: Learner Engagement Levels of Learner Engagement Authentic Engagement Ritual Engagement Passive Compliance Retreatism Rebellion Working on the Work by Phillip Schlechty (2002)

18. 18 Step 4: Survey of the Learning Environment Survey desks, tables, walls, floor, resources, technology. Learning environment is supportive of learning objectives.

19. 19 Step 5: Analysis of Information Collected Check Alignment of the 4Ts Review Instructional Strategies Learner Engagement Learning Environment

20. 20 It isn’t expected that you will give a reflective prompt after every CWT. In fact, it most likely isn’t even possible. Expect to give a reflective prompt for 50% of CWTs. Step 6: Reflection

21. Review of Six Steps always Step 2: Snapshot of Teaching and Learning Step 3: Identification of Instructional Strategies Step 1: Level of Learner Engagement periodically Step 4: Survey of the Learning Environment Step 5: Analysis of Information Collected Step 6: Reflection with Teacher 21

22. ◦ Use CWT card. ◦ Spend 4 minutes in classroom. ◦ Complete group analysis of CWT. 22

23.  Group analysis ◦ Learner Engagement ◦ Teaching and Learning ◦ Instructional Strategy ◦ Learning Environment  List analysis on chart paper.  Report results to whole group. 23

24.  LE Was learner engagement evident? Link to T4 and IS.  T1Was the objective evident? What was the objective? The learner will know _____ and/or be able to do _____. How did you determine T1?  T2 Was the objective appropriately calibrated? How did you determine T2?  T3 At what level of Bloom’s Taxonomy were students functioning? What verbs indicated the level?  T4 What text/materials were used?  IS What instructional strategy was evident? Circle high- yield strategies.  SLE Was the learning environment supportive of objective? Was grade level work evident? 24

25. 25 Schoolwide Reflection Partner and Small Group Reflection Individual Reflection REFLECTIVE PRACTICE STAGES OF IMPLEMENTATION Adapted from Reflective Practice to Improve Schools York-Barr, Sommers, Ghere, Montie (2001)

26. 26  Single focus  Non-judgmental language  Open-ended  Present or future tense  Invitation for reflection

27. T1 T2 T3 T4 IS LE SLE 27 Curriculum Instruction

28. 28

29. 29 Break - 15 minutes

30. Align CWT with instructional analysis 30

31. How is student achievement data connected to CWT data? 31

32. 32

33. The alignment of the intended and assessed curriculum sets the brackets, and the instructional delivery system must fit inside those brackets. Learning for All by Larry Lezotte (1997) 33

34. 34 written Curriculum C the Assessment A classroom Instruction I

35. 35 CIA

36. 36 CIA

37. The issue of instructional alignment rests on one of the best kept secrets in American education: Students do tend to learn those things they are taught. Learning for All by Larry Lezotte (1997) 37

38. A guaranteed and viable curriculum has the most impact on student achievement. What Works in Schools: Translating Research into Action by Robert J. Marzano ( 2001) 38

39. Determines if areas of concern are primarily a curriculum issue or an instruction issue. Provides a picture of curriculum and instruction over a period of time. 39

40. 40

41. 0-34%Curriculum 35-49%Curriculum 50-69%Instruction 70-84%Instruction 85-100%Instruction 41

42. Plotting scores on IAT Complete school/subject/grade information. Using Avg %C Class scores, plot student, class, or grade data. Complete for each area of focus. Analyze the IAT chart for each subject area and grade. Look for areas of strength and need. 42

43. 0-34%Trauma 35-49%Caution 50-69%Green to Grow 70-84%Blue Ribbon 85-100%Royalty 43

44. 0-34% OPI Score Curriculum Issue: The curriculum has not been taught or does not exist. Instruction is textbook driven. Recommendation: Align curriculum and instruction. Question: Do we know what to teach and are we teaching it? 44

45. 35-49% OPI Score Curriculum Issue: Curriculum objectives are not fully addressed. Recommendation: Coordinate curriculum objectives and make sure all objectives are taught. Question: Where and when are we teaching what? 45

46. 50-69% OPI Score Curriculum Issue: Instructional strategies are probably dominated by lecturing, whole-group instruction, and direct teaching. Recommendation: Implement high-yield strategies in all classrooms. Question: How are we teaching? What thinking strategies are evident? 46

47. 70-84% OPI Score Curriculum Issue: Amount of time on tasks and the nature of the tasks may require examination. Recommendation: Spend more quality time on instructional strategies to yield greater results. Question: How can we incorporate more/better thinking strategies? 47

48. 85-100% OPI Score Curriculum Issue: Differentiate instruction. Recommendation: Provide aligned enrichment adding breadth and depth to learning. Question: How do we provide aligned enrichment? 48

49.  Identify patterns from CWT data.  Look for consistency between CWT data and IAT results.  In areas where there is consistency, there is support for selecting professional development topics.  In areas where there is not consistency, closer attention must be given to the CWT areas of focus. 49

50. Promote deep alignment with curriculum 50

51.  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) 51

52. 52

53. Design professional development programs 53

54. 54

55. 55

56. Student achievement data and CWT data is problem finding. Professional development is problem solving 56

57.  Are professional development topics related to student achievement?  How can the implementation of professional development activities be monitored to determine if they have a direct positive impact on student learning? The Leader’s Guide to Standards by Douglas Reeves (2002) 57

58.  Training/Inservice/Workshop  Observation/Assessment  Involvement in a Development / Improvement Process  Study Groups/Learning Communities  Inquiry/Action Research  Individually Guided Activities  Mentoring Evaluating Professional Development by Thomas Guskey (2000) 58

59. One of the cardinal characteristics of effective schools is that they are as eager to avoid things that don't work as they are committed to implementing things that do. Edmonds, Ronald R. "Effective Schools for the Urban Poor," Educational Leadership, 37 (October 1979): 15-18, 20-24. 59

60. It’s your life. Invent the story. 60

61.  What catch-phrase caught you?  What does “possibility” mean for us? For our students? For our school? 61

62.  Write your catch-phrase on a post-it strip.  Post the catch-phrase in your office to remind you of the possibility you are! 62

63. We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle 63

64.  Questions/Concerns  Thank you – Notre Dame of Bethlehem School Administration, Faculty, and Students 64

65. Diocese of Wilmington Catholic Schools Office 1626 N. Union Street Wilmington, DE 19806 302-573-3133 ldeangelo@cdow.org 65