Welcome!

1. Welcome! Day 1 Northwest Arkansas Classroom Walkthrough with Reflective Practice

2. Setting the Stage Norms for the day

3. Thank you!

4. Goals for Today • Learn the Classroom Walkthrough (CWT) process • Practice gathering data in classrooms • Introduce ideas about a structure for leading focused, reflective dialogue with faculty • Develop a plan for implementing classroom walkthroughs

5. Diamond Reflection Complete first section, “I came expecting…”

6. Role of the Principal • What do you do on a “typical” school day? • What do you do to support curriculum and instruction on a typical day? • How much time is spent on management? Classroom Walkthrough is a tool to support the instructional leader role.

7. Language Indicate whether or not the sentence sounds evaluative or judgmental: a. That was a wonderful lesson! b. The teacher was using an overhead. c. The teacher was seated at her desk. d. In my observation today, you asked several low-level Bloom’s questions. e. Why do you never vary your instructional strategies?

8. Walk #1 • Prepare for CWT #1 – Determine classrooms • 4 minutes in classroom - Timekeeper Alert! • Record on blank paper what you see and hear • Maintain a talk-free zone afterwards Use Video

9. Analyze Walk #1 • Maintain “talk-free” zone • Work independently • Record each piece of information gathered on a separate Post-it note. • Check for evaluative language.

10. Analyze Walk #1 continued • What do you see? • To what do we tend to pay attention?

11. Classroom Walkthroughs

12. Classroom Walkthrough Process

13. Classroom Walkthrough Tool • Planning with a Focus • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners

14. Planning with a Focus Identify a focus for the walkthroughs

15. 1. Focus on Curriculum “Look-fors” in this category: 1a. Identify the learning objective(s) 1b. Determine whether the learning objective is evident to students 1c. Determine whether the learning objective is on target for grade- level standards

16. “A ‘guaranteed and viable curriculum’ has the greatest impact on student achievement.” Marzano, R. J. (2003). What Works in Schools: Translating Research into Action (p.22).

17. 2. Focus on Instruction Look-fors in this category: 2a. Identify the instructional practice 2b. Identify the student grouping format 2c. Identify research-based instructional strategies (For 2a and 2b, indicate the FIRST thing you observe the teacher doing…mark only one.)

18. RESEARCH-BASED INSTRUCTIONAL STRATEGIESMarzano, Robert J., Pickering, Debra J., and Pollock, Jane E. Classroom Instruction That Works. Alexandria, VA; ASCD, 2001 Category of Instructional Strategy Percentile Gain • Identifying similarities and differences 45 • Summarizing and note taking 34 • Reinforcing effort and providing recognition29 • Homework and practice 28 • Nonlinguistic representations 27 • Cooperative learning 27 • Setting objectives and providing feedback23 • Generating and testing hypothesis 23 • Questions, cues, and advance organizers22

19. 3. Focus on the Learner Look-fors in this category: 3a. Identify student actions 3b. Identify the instructional materials 3c. Determine the level(s) of student work 3d. Determine levels of class engagement

20. Analyzing Student Work • Process • As a table group, determine the grade-level standard for the assigned piece of student work. Support your findings. • Debrief • What are your thoughts?

21. Level of Student Work Bloom’s Taxonomy (Revised 2001) • Remembering (knowledge) Can the student RECALL information? • Understanding (comprehension) Can the student EXPLAIN ideas or concepts? • Applying (application) Can the student USE new knowledge in another familiar situation? • Analyzing (analysis) Can the student DIFFERENTIATE between constituent parts? • Evaluating (synthesis) Can the student JUSTIFY a decision or course of action? • Creating (evaluation) Can the student GENERATE new products, ideas or ways of viewing things?

22. Calibration Chart John Hollingsworth and Silvia Ybarra, Ed.D.DataWorks Educational Research

23. John Hollingsworth and Silvia Ybarra, Ed.D.DataWorks Educational Research

24. Levels of Learner Engagement • Authentic Engagement • The type of engagement that occurs when the task, activity, or work the student is assigned is associated with a result that has clear meaning and value. • Compliance • The kind of engagement that occurs when the assigned work has little or no inherent meaning or value; the student is willing to expend the effort necessary to avoid negative consequences. • Retreatism • The student is disengaged from the task and expends little or no energy attempting to comply, but does not act in ways that disrupt others. • Rebellion • The student summarily refuses to do the tasks assigned, acts in ways that disrupt others, and/or tries to substitute tasks and activities to which the student is committed in lieu of those assigned or supported by the school. From Working on the Work By Phillip Schlechty

25. Levels of Class Engagement • Highly Engaged • Most students are authentically engaged most of the time; little or no rebellion; limited retreatism; and limited ritual compliance. • Well Managed • Students are willingly compliant, ritually engaged. • Dysfunctional • Looks much like the well-managed classroom except for the presence of patterned rebellion. Many students actively reject the task assigned or substitute another activity to replace what has been assigned. From Working on the Work By Phillip Schlechty

26. 4. Focus onClassroom Environment Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective

27. 5. Focus on the Needs of All Learners What is the evidence that the teacher is responding to the varied learning needs of students?

28. Preparing for Walks: Guidelines • Have a signal so teachers know this is a classroom walkthrough • Take the picture; avoid becoming part of the picture • Use wide lens to view all aspects of teaching and learning • Interact with students as appropriate • Honor the process with teachers • Stay within the time frame and remain nonjudgmental

29. Walk #2 Prepare for Walk #2: • Visit 1 classroom • 4 minutess • Record your findings • Maintain a talk-free zone on the way back Use Video

30. Analyze Walk #2 • Group Analysis • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners • Report Out • Record group findings on chart paper • Post and prepare to share findings

31. Table Group Debrief Focus on Curriculum • What was the learning objective? • The learner will know _________ and be able to _________. • How did you determine? • Was the learning objective evident to the students? How was this determined? • What is grade level/course level of work? Cite the standard. How did you determine? Focus on Instruction • What instructional practices were utilized? List. • What student grouping formats did you see? • Which research-based instructional strategies were utilized? Focus on the Learner • Identify student actions • Identify the instructional materials in use. • What were the level(s) of student work? • Determine the level of class engagement. Focus on Classroom Environment • What elements in the classroom environment support the learning objective? Focus on the Needs of All Learners • Do you see evidence that the teacher is responding to the different learning needs in the classroom?

32. Walk #3 Prepare for Walk #3: • Visit 2 classrooms • Spend 4–6 minutes in each classroom • Record your findings • Maintain a talk-free zone on the way back Use Video

33. Analyze Walk #3 • Group Analysis • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners • Report Out • Record group findings on chart paper • Post and prepare to share findings

34. Table Group Debrief Focus on Curriculum • What was the learning objective? • The learner will know _________ and be able to _________. • How did you determine? • Was the learning objective evident to the students? How was this determined? • What is grade level/course level of work? Cite the standard. How did you determine? Focus on Instruction • What instructional practices were utilized? List. • What student grouping formats did you see? • Which research-based instructional strategies were utilized? Focus on the Learner • Identify student actions • Identify the instructional materials in use. • What were the level(s) of student work? • Determine the level of class engagement. Focus on Classroom Environment • What elements in the classroom environment support the learning objective? Focus on the Needs of All Learners • Do you see evidence that the teacher is responding to the different learning needs in the classroom?

35. Reflection continued • What is one important learning from this morning? • What seems easy? • What is challenging?

36. Lunch Logistics

37. Walk #4 Prepare for Walk #4 (video classroom): • 4 minutes in classroom • Individually record your findings Use Video

38. Analyze Walk #4 • Review data from individual data collection • As a table group, compare your findings • Prepare chart to “report out”

39. Compare Findings of Walk # 4 Focus on Curriculum • What was the learning objective? • The learner will know _________ and be able to _________. • How did you determine? • Was the learning objective evident to the students? How was this determined? • What is grade level/course level of work? Cite the standard. How did you determine? Focus on Instruction • What instructional practices were utilized? List. • What student grouping formats did you see? • Which research-based instructional strategies were utilized? Focus on the Learner • Identify student actions. • Identify the instructional materials in use. • What were the level(s) of student work? • Determine the level of class engagement. Focus on Classroom Environment • What elements in the classroom environment support the learning objective? Focus on the Needs of All Learners • Do you see evidence that the teacher is responding to the different learning needs in the classroom?

40. Reflection Walk #4 How did your individual data “calibrate” with the others in your group?

41. Walk #5 Prepare for Walk #5: • Visit 3 classrooms • 2 – 4 minutes in each classroom • Individually record your findings • Debrief in hall after each walk • Return to training room

42. Reflection Walk #5 What are your thoughts about conducting CWTs individually or with a peer?

43. Walkthrough Process

44. Analyzing CWT Data (Pages 88 – 93 of binder) Data Analysis: • What patterns do you notice? • What would you celebrate? • What are your concerns? • What would you want the teachers to think about?

45. Focused Dialogue • Conversations that… • Consistently produce intended outcomes • Create a genuine commitment to implementation of actions

46. “Productive learning does not ‘just happen’ in groups of children or adults. Design and planning are important. There must be an intentional design to create a safe and productive learning environment.” York-Barr, J., Sommers, W.A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

47. The CWT Process

48. Getting Started Conduct orientation session with teachers within 1–2 weeks

49. Getting Startedcontinued How will you: • Schedule blocks of time? • Develop school guidelines? • Involve teachers, parents, students? • Receive feedback? • Create a support system?

50. Getting Startedcontinued • Develop a calendar that ensures that a minimum of 25 walks are conducted. Arrange to walk in pairs, if possible. • Set goals for your classroom walkthroughs before Day 2 training. • Gather and organize the data.