Transcript Classroom Walk-Through - Paradise Elementary School

Paradise High School
2009 – 2010
“Leadership” by
just popping in ……
www.pisd.net
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 schoolwide dialogue
 To help educators articulate and practice
customary, attentive teaching that enhances
student learning
Rationale:
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Assist 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
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Overview of Importance:
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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
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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
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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:
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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:
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Providing information in a variety of methods
Differentiating instruction
Modeling desired skills, actions, and outcomes
Examples provided to transfer knowledge
Investigate and observe from a variety of sources
Check for understanding/varied questioning
Re-teaching
Cooperative learning
Creative thinking
Compare and contrast
Reflective activities
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.
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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:
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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 :
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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:
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DeAnna Jenkins – ESC Region XI, Ft. Worth, Tx
Prairie Grove ISD
Peter Pappas – “Teacher Lead Professional
Development”
Todd Weidemann – Berrien Springs HS
www.schoolforeducators.com
www.learning24/7.com
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