1. 1 Classroom Walk-Through with Reflective Practice Archdiocese of Philadelphia Office of Catholic Education Based upon research and materials from Teachscape, Phoenix, AZ

2. 2 Use of Principal’s Time Where  Office area  Hallways/Grounds  Off campus  In classrooms Time Spent  --% Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

3. 3 Use of Principal’s Time Where  Office area  Hallways/Grounds  Off campus  In classrooms Time Spent  65%  17%  11%  7% Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

4. 4 Goals of Classroom Walk-Through  Support administrator as an instructional leader in school  Provide for frequent classroom visits  Gather data to make decisions regarding school improvement planning and professional development planning  Encourage school-wide reflective practice  Increase student achievement

5. 5 Schools that have engaged in CWT report:  Increased student achievement  Improved instructional practices  Fewer discipline referrals

6. 6 Types of Classroom Visits 1. Visible presence 2. Informal teacher observation 3. Formal teacher observation 4. Classroom Walk-Through

7. 7 A Classroom Walk-Through is a focused classroom visit for a brief period of time followed by a reflection.

8. 8 is NOT intended for evaluation purposes.

9. 9 Is CWT used with all teachers? Novice Career Marginal Incompetent

10. 10 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

11. 11 CWT Palm / Desktop Application Once you begin the CWT, a four (4) minute timer starts. Highlight a topic to begin, then tap the ‘Next’ button.

12. 12 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

13. 13 CWT Palm / Desktop Application Select ‘Yes’ or ‘No’ for each category. This portion of the CWT is now complete. To return to the main page tap the ‘Category’ button.

14. 14 CWT Palm / Desktop Application You may be unable to complete this portion of the CWT while in the classroom. If necessary, you can leave this category blank and return to it later after reviewing the standards. To return to the main page tap the ‘Category’ button.

15. 15 CWT Palm / Desktop Application This screen allows you to select different levels of the taxonomy that you viewed during your CWT. Note the L ‘Low’ – M ‘Middle’ – H ‘High’ distinctions. You may choose to see the definition of any level by tapping on the ‘?’ located to the left of each topic.

16. 16 CWT Palm / Desktop Application Select ‘Yes’ or ‘No’ for each category. You may be unable to complete portions of this Category while in the classroom. If necessary, you can leave any item blank and return to it later after reviewing the standards. To return to the main page tap the ‘Category’ button.

17. 17 Step 2: Identification of Instructional Strategies Research-Based Strategies Robert Marzano List of Instructional Strategies

18. 18 Research-Based Strategies Classroom Instruction That Works by Robert Marzano, et al (2001)  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

19. 19 CWT Palm / Desktop Application Select the Instructional Strategies noted during CWT; 1-9 are the ‘High Yield Strategies’ You may navigate through additional strategies by tapping on the alphabetized buttons located below the questions.

20. 20 CWT Palm / Desktop Application These are the additional Instructional Strategies provided by tapping on the alphabetized buttons located below the questions.

21. 21 CWT Palm / Desktop Application This is the last page of Instructional Strategies. To return to the main page tap the ‘Category’ button.

22. 22 Step 3: Learner Engagement Levels of Learner Engagement Authentic Engagement Ritual Engagement Passive Compliance Retreatism Rebellion Working on the Work by Phillip Schlechty (2002)

23. 23 CWT Palm / Desktop Application Select the appropriate category by tapping the corresponding box. You may see the definition of any behavior by tapping on the ‘?’ located to the left of each topic.

24. 24 Step 4: Survey of the Learning Environment Survey desks, tables, walls, floor, resources, technology. Learning environment is supportive of learning objectives.

25. 25 CWT Palm / Desktop Application Select components of the Learning Environment. You may navigate through these screens by tapping on buttons located below the components. This portion of the CWT is now complete. To return to the main page tap the ‘Category’ button.

26. 26 Step 5: Analysis of Information Collected Alignment of the 4Ts Instructional Strategies Learner Engagement Learning Environment

27. 27 It isn’t expected that a reflective prompt will follow every CWT. In fact, it most likely isn’t even possible. Expect to receive a reflective prompt for 50% of CWTs. Step 6: Reflection

28. 28 Step 6: Introduction to Reflection “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up and what you need to do to prepare.” Reflective Practice to Improve Schools York-Barr, Sommers, Ghere, Montie (2001)

29. 29 “Adults do not learn from experience, they learn from processing experience.” Arin-Krupp as cited in Garmston & Wellman (1997)

30. 30 “Continuous learning and improvement requires embedding the norm of reflective practice in your work.” Reflective Practice to Improve Schools York-Barr, Sommers, Ghere, Montie (2001)

31. 31  A deliberate pause to take a closer look  A willingness to be open to other points of view  Consciously process thoughts  Gaining new insights and understanding  Acting on what has been learned

32. 32 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)

33. 33 Reflective Prompt The reflective prompt is most effective when it is delivered… at least 50% of the time; in verbal or written form; in a neutral zone; within 24 hours; with no response expected.

34. 34 Criteria for Effective Reflective Prompt  Contextual lead-in focused on what students are doing  Single focus  Honest question  Non-judgmental language  Open-ended  Present or future tense  Invitation for reflection

35. 35 Reflective prompts…  …are not meant to be a solitary or a relaxed meditative process.  …create awareness which is essential for behavioral change.  …are challenging, demanding, and often trying. They cause a stretch to thinking and planning.

36. 36 Resistance…  Analysis is not something educators take time to do; they prefer immediate solutions to anything that appears to be in question or critiqued.  Prompts may initially be seen as an indicator of incompetence and failure.  Most teachers have effective defenses for writing off questions which may cause them to think beyond their usual approach; why consider another way when the one used “works”.

37. 37 Area of Focus when delivering a prompt….  Curriculum Four “Ts”  T1 Teaching objective/ learning expectation  T2 Target  T3 Taxonomy  T4 Text/materials  Instruction IS (Instructional Strategies) LE (Learner Engagement) SLE (Survey of Learning Environment)

38. 38 Selected area: Teaching objective/learning expectation Possible prompt ~ While doing the CWTs, I wondered how a teacher decides which curriculum objectives have the most effective results? During my CWTs, I wondered how a teacher determines if students understand the main objectives of the lesson? While visiting language classes, I became aware of the diverse levels of language speakers. How does a teacher use that diversity to increase student learning?

39. 39 Selected area: Target Possible prompt ~ As I was doing my classroom walk through this afternoon, I was wondering how teachers align the curriculum guidelines to meet student needs? How does a teacher decide when and how to digress from the grade level standards to assure that we are teaching to the students?

40. 40 Selected area: Taxonomy Possible prompt ~ During my walk-through today, I wondered how a teacher identifies questions that will elicit higher order thinking? As I did CWTs today, I saw students writing stories. How does a teacher prepare students to do this higher-level skill? I am curious about what criteria teachers use to determine questions that influence higher order thinking.

41. 41 Selected area: Text/Materials Possible prompt ~ During my CWTs, I wondered how materials used during instruction are aligned to the curriculum guidelines? After walking through classes today, I was curious about what additional resources could be used to develop lessons to reach all student learning styles? While completing my CWTs, I wondered how a teacher decides when and how to digress from the textbook to assure that teaching to the students is the intention?

42. 42 Selected area: Instructional Strategies Possible prompt ~ While doing my CWTs, I wondered what instructional strategies could be used for ? th grade students? During the CWTs, I wondered how does a teacher address individual understanding while keeping the group engaged? As I completed my CWTs, I wondered how does a teacher determine which strategies to choose from when considering what will best meet a variety of learners in the classroom?

43. 43 Selected area: Learner Engagement Possible prompt ~ During the CWTs, I wondered how a teacher addresses individual understanding while keeping the group engaged? As I did my CWTs today, I wondered how a teacher could engage all learners in a review activity? When I was completing my CWTs, I noticed students getting ready for the end of the day. How does a teacher use this time to continue student learning?

44. 44 Selected area: Survey of Learning Environment Possible prompt ~ As I proceeded with my CWTs today, I wondered what criteria a teacher would use to determine what and how much to post on the classroom walls? During my classroom walk-through today, students were transitioning for lunch. I was wondering what strategies for transitioning on the football field could be translated to the classroom?

45. 45 When/Where to Conducts CWTs  Holidays? Mondays? Fridays?  Mornings? Afternoons?  During tests?  Special occasions?  All classrooms?

46. 46 “If we don’t provide intellectually stimulating environments for teachers, why do we think they will provide them for students?” Art Costa

47. 47 Louis P. De Angelo, Ed.D. Director of Curriculum, Instruction, & Staff Development Archdiocese of Philadelphia Office of Catholic Education 222 North Seventeenth Street Philadelphia, PA 19103-1299 215-587-3744 ldeangelo@adphila.org