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Triangle Elementary &

Triangle Elementary &. presents. Classroom Walk-Through. with Reflective Practice. L. ooking for. a powerful vehicle to determine the effectiveness of curriculum implementation. ?. L. ooking for. a way to better align curriculum and instruction on a day-to-day basis. ?.

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Triangle Elementary &

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  1. Triangle Elementary & presents

  2. Classroom Walk-Through with Reflective Practice

  3. L ooking for . . . a powerful vehicle to determine the effectiveness of curriculum implementation ?

  4. L ooking for . . . a way to better align curriculum and instruction on a day-to-day basis ?

  5. L ooking for . . . a tool to enhance classroom visits ?

  6. W alk with us . . .

  7. Through an overview of . . . Classroom Walk-Through (CWT)

  8. MBWA (Management By Wandering Around) In Search of Excellence Peters and Waterman Takes on a new focus…

  9. Where the tenets of School MBWA are practiced, schools have: Higher student achievement across SES and cultural lines (Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; Louis and Miles, 1991; Hallinger and Heck, 1995)

  10. Where the tenets of SMBWA are practiced, schools have: Improved classroom instruction (Teddlie, Kirby, and Springfield, 1989)

  11. Where the tenets of SMBWA are practiced, schools have: Improved student discipline (Blase, 1987; Blase, 1991)

  12. Classroom Walk-Through

  13. A focused classroom visit for a brief period of time followed by reflection

  14. Goals of CWT • Frequent classroom visits by principal • Identification of best practices/needs • School improvement planning • Professional development planning • School-wide reflective practice • Increased student achievement

  15. Research: Adults learn best through reflecting on their experiences (Costa and Garmston)

  16. Classroom Walk-Through is designed to assist in “coaching” for improved practice in the classroom

  17. A Classroom Walk-Through should take no more than two to four minutes

  18. Reflective Feedback should take no more than two to four minutes

  19. Classroom Walk-Through is designed to assist in… • Effective data-gathering strategies • Curriculum analysis skills • Reflective thinking strategies

  20. Classroom Walk-Through is designed to assist in… • Reflecting on professional practice • Aligning instruction • Improving student achievement

  21. Types of Classroom Visits 4 • 1. Visible presence • 2. Informal teacher observation • Formal teacher observation • Brief Classroom Walk-Through

  22. is NOT intended for evaluation purposes Classroom Walk-Through

  23. Classroom Walk-Through How does CWT differ from the formal evaluation process?

  24. Classroom Walk-Through Index card is a “signal” that the visit is a CWT.

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

  26. Step 1: Snapshot of Teaching and Learning T1Teaching objective and learning expectation T2Target T3Taxonomy T4Text and/or materials

  27. Step 2: Identification of Instructional Strategies

  28. Step 3: Assessment of Learner Engagement

  29. Step 4: Survey of the Learning Environment

  30. Step 5: After the Walk… • Check • Alignment of the 4 T’s • Review • Instructional Strategy • Learner Engagement • Learning Environment • Determine • Feedback

  31. Step 6: 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.” Sommers, 2001

  32. “Adults do not learn from experience, they learn from processing experience.” Arin-Krupp as cited in Garmston & Wellman, 1997, p.1

  33. Continuous learning and improvement requires embedding the normof reflective practice in your work. Reflective Practice to Improve Schools Yourk-Barr, Sommeers, Ghere, Montie

  34. Reflective Practice Requires... • A deliberate pause • A purposeful time for a close look • A willingness to be open to other points of view • Consciously processing your thoughts • Gaining new insights and understanding • ACTION with what has been learned

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

  36. When are s conducted? CWT' • Goal: • Every classroom • Every week • Different times of day • Different times of week

  37. Reflective Feedback • Requires practice • Is given about 50% of time

  38. Reflection Please take 3 minutes to think about how CWT might impact teaching and learning in our school. No response is expected; let’s continue to reflect on the possibilities.

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