What Happens When Teachers Participate in Classroom Walkthroughs?. Ann S. Allen Kathleen Topolka-Jorissen, Assistant Professors Educational Leadership and Foundations Western Carolina University Presentation for the Annual Meeting of the National Evaluation Institute
What Happens When Teachers Participate in Classroom Walkthroughs?
Ann S. Allen
Educational Leadership and Foundations
Western Carolina University
Presentation for the Annual Meeting of the
National Evaluation Institute
Consortium for Research on Educational Accountability and Teacher Evaluation
October 9, 2009
Share results of a study of the use of teacher learning walks at one elementary school.
Discuss implications for practice and further research.
What happens when teachers participate in classroom walkthroughs?
Diverse student population
Two years of not making AYP
School under improvement
Few opportunities for collaboration
Lack of cohesiveness
1. After School Meeting
Brief presentation on learning walks
Development of indicators
2. Full Day of Facilitated Learning Walks
Pairs or small teams of teachers join teachers from training team
Learning walks, following the protocol
Small group debriefing
3. After School Meeting
Entire groupengages in guided dialogue
4. Periodic Site visits
Teacher learning walks fostered:
I’ve seen first grade and fifth grade actually switch teachers, and teach to different groups.
I’ve seen more themes as far as grade levels doing the same type thing.
I’ve seen PE being involved in more things
. . . the PE department used pedometers with the math teachers, with the math teachers in each grade level doing some graphing . . .
I think the biggest thing is just that increased collaboration
You get to see that you’re not alone … you’re part of a community and it helps the staff as a whole to come closer together.
I think the biggest thing was to come here with a dysfunctional group of teachers who really didn’t do anything together, and… after doing this a couple of times they’re in the media center and they’re in a… professional dialogue and they don’t leave.
It just seems more open and, I don’t know, people are more willing to help each other out and have no problem asking for advice or help or anything like that-
--Teacher new to the building
I would say that it has been an improvement in the morale of teachers and students as well.
I’ve noticed that students are happier arriving at school, and when I think about it there’s a lot of interesting things going on, for a child to be here I think that this is an interesting place to come.
I think that the school now, opposed to five years ago, was… is more of a place centered on students rather than on student management.
I’m really seeing that the learning process is the focus, and that’s to the advantage of the student - teacher
I feel like we are a real school now!
Ann S. Allen, Ed. D.
Kathleen Topolka Jorissen, Ph.D.
Western Carolina University
Cullowhee, NC 28723