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Classroom Walkthrough

Classroom Walkthrough. An Introduction to. version 3.0. What are Classroom Walkthroughs?.

ivan-hartman
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Classroom Walkthrough

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  1. Classroom Walkthrough An Introduction to version 3.0

  2. What are Classroom Walkthroughs? “Unlike a classroom observation which provides a view of a single classroom, a walk through creates a school-wide picture made up of many small snapshots… It’s a strategy for providing a school, not an individual teacher, with feedback about what it’s doing or not doing…” (Perry, as quoted in Richardson, 2001). Source: Richardson, J. (2001). Seeing through new eyes. Tools for Schools, October/November, 1–7.

  3. What is CWT? A way to focus on best practices every day A way to collect aggregate data to see the trends of instructional practices in a school A way to engage the school community in dialogue about improving teaching and learning A processfor translating data to information to action for improvement

  4. How can CWT be used? • To analyze patterns and trends in teaching and learning • To monitor the efficacy of professional development or other improvement strategies • To determine areas of focus for improvement • To build professional culture and dialogue around teaching and learning

  5. What are some possible outcomes? • Improved instructional practices • Increased student engagement • More positive interaction between school leadership and students • Increased collaboration between school leaders and teachers • Fewer disciplinary referrals

  6. What CWT is not… CWT is not a teacher evaluation tool • CWT focuses on understanding and supporting the improvement of classroom practice, not evaluation of the performance of specific teachers or other individuals

  7. Planning with a Focus • The CWT Process begins with a deliberate focus: • What question(s) are we seeking to answer about teaching and learning in our school?

  8. Collecting Data • Once a focus has been identified, data is collected using a set of research-based “look fors” • Look fors: • list of curriculum components, instructional practices, and/or student behaviors of which instructional leaders would seek evidence during classroom visits

  9. Focus on Curriculum Look Fors in this category: Identify the learning objective(s) Determine whether the learning objective is evident to students Determine whether the learning objective is on target for grade-level standards

  10. Focus on Instruction Look Fors in this category: Identify the instructional practices Identify student grouping format(s) Identify research-based instructional strategies

  11. Focus on the Learner Look Fors in this category: Identify student actions Identify instructional materials Determine the level(s) of student work Determine level of class engagement

  12. Focus on Classroom Environment Look Fors in this category: Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective

  13. Focus on the Needs of All Learners Look Fors in this category: Response to specific student learning needs through differentiation in content, process, product, learning environment

  14. Analyzing Data • Looking at many walks collected over time, data can be analyzed: • What are the trends? What are the patterns? Where might there be connections?

  15. Reflecting on the Data “Experience by itself is not enough. Reflection on experience with subsequent action is the pathway to renewal and continuous improvement.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools. (p. xx).

  16. Reflective Practice Reflective practice is: • Taking a purposeful “time-out” to deliberately process thinking • Actively analyzing a situation while considering other viewpoints • Acquiring new awareness and understanding • Taking action with newfound knowledge

  17. Reflective Practice in CWT • A time for group reflection on data about classroom practice in our school • A time to turn data into actionable information • A time to turnkey instructional improvement

  18. Identifying an Action Plan • Reflective meetings culminate in the identification and development of an action plan: • A series of action steps in response to what is learned from the walk data

  19. Acting on & Evaluating the Plan • School community implements the agreed-upon action plan • As the action plan is implemented, progress is monitored by continued classroom walkthroughs

  20. When Are Classroom Walkthroughs Conducted? • Anytime instruction is taking place • Goal: • Every classroom • Every week

  21. CWT Signal My signal to let you know I am doing a classroom walkthrough is…

  22. Length of a Classroom Walkthrough A classroom walkthrough should last no more than 4 to 7 minutes

  23. Sample Walk #1

  24. Sample Walk # 2

  25. Sample Walk # 3

  26. Reflection Take a few minutes to consider the following: How can classroom walkthroughs support instructional improvement and enhanced student achievement in our building?

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