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Welcome to:. Classroom Walk-Through (CWT) Presented by: Todd Wiedemann, Principal Berrien Springs High School Berrien Springs, MI (269) 471-1748. Classroom Walk-Through…. a powerful vehicle to assess effectiveness in curriculum implementation. Classroom Walk-Through….

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Welcome to

Welcome to:

Classroom Walk-Through

(CWT)

Presented by: Todd Wiedemann, Principal

Berrien Springs High School

Berrien Springs, MI

(269) 471-1748


Welcome to

Classroom Walk-Through…

a powerful vehicle

to assess effectiveness

in curriculum

implementation.


Welcome to

Classroom Walk-Through…

away to talk

with teachers

about improvement

in teaching and learning.


Welcome to

Classroom Walk-Through…

a way to better assess

curriculum and instructional

alignment on a day-to-day

basis.


Welcome to

Classroom Walk-Through…

a tool to maximize the

principal’s time in the

classroom.


Welcome to

MBWA

(Management By Wandering Around)

Peters and Waterman

Takes on a new focus…


Welcome to

Where the tenets of SMBWA

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)


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Where the tenets of SMBWA

are practiced, schools have:

Improved classroom instruction

(Teddlie, Kirby, and Springfield, 1989)


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Where the tenets of SMBWA

are practiced, schools have:

Improved student discipline

(Blase, 1987; Blase, 1991)


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Classroom Walk-Through


Welcome to

Afocused classroom visit

for a brief period of time

followed by

reflection


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Goals of CWT

  • Principal as “Lead Learner”

  • Frequent Classroom Visits by Principal

  • Identification of Best Practices/Needs

  • School Improvement Planning

  • Professional Development

  • School-wide Reflective Practice

  • Increased Student Achievement


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Research

Adults

learn best through reflecting

on their experiences.

(Costa and Garmston)


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Classroom Walk-Through

provides structure and practice in…

data-gathering

curriculum analysis

reflective thinking


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Classroom Walk-Through . .

is sensitive to the busy schedule and demands on a principal’s time


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ClassroomWalk-Through

should take no more than

two to four minutes


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Reflective feedback. . .

should take

NO MORE

than two to four minutes


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is NOT intended

for

evaluation purposes

Classroom Walk-Through . .


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Four Types of

Classroom Visits

  • Visible Presence

  • Informal Teacher Observation

  • Formal Teacher Observation

  • Brief Classroom Walk-Through


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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 Data Collected

Step 6: Reflection with Teacher


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Step 1: Snapshot of

Teaching and Learning

T1Teaching objective and

learning expectation

T2Target

T3Taxonomy

T4Text and/or materials


What t1 might look like

Objective posted with benchmarks listed

Objective not posted

Play list on board (music)

Introduced objectives for tomorrow at end of class

Boardwork, Bellwork, Homework posted

WhatT1 Might Look Like


What t2 might look like

Instruction was on target via our curriculum, course level, and/or grade

Instruction was not on target via our curriculum, course level, and/or grade

What T2 Might Look Like


What t3 might look like

H Synthesis

M Application and H Synthesis

L, M or H

M Application

L Instruction M-Lab H-Report

M-H Analysis

What T3 Might Look Like


What t4 might look like

Worksheet

Watching video

Book/paper board examples

Calculator and graph paper

Computer and text

Handout, formulas and symbols

What T4 Might Look Like


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Step 2: Identification of

Instructional Strategies

List observable instructional strategies


What is might look like

Writing/imagery

Inquiry/math manipulatives with m&m’s

Rehearsal with visual cueing and asking students to listen to each other

Individuals or small groups with teacher floating-asking and answering questions

Boardwork/visuals congested but available

What IS Might Look Like


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Step 3: Assessment of

Learner Engagement

Percentage of

students engaged


What le might look like

80% at start of class

100%

95%

50% many off task

85%

Etc.

What LE Might Look Like


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Step 4: Survey of the

Learning Environment

  • “Walk the walls” …and the desks, tables, floor, resources, technology


What sle might look like

Small group work

Student work posted

Visual, organized, stimulating

Clean and organized

Colorful, cultural visuals

Soft classical music in background

High energy

Called on kids to help

What SLE Might Look Like


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Step 5: After the Walk…

  • Check for alignment of the 4 T’s

  • -Teaching objective

  • -Target

  • -Taxonomy

  • -Text

    • Identification of Instructional Strategies

    • Learner Engagement

    • Learning Environment


  • Welcome to

    Step 6: Reflection with Teacher…

    • Reflective practice requires:

    • A deliberate pause

    • A purposeful time for a close look at practice

    • 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


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    Step 6: Reflection with Teacher

    • Four-step process – 4 D’s

    • Determine one area of focus

    • Determine type of feedback

    • Determine how, when, where

    • Determine prompt


    Welcome to

    1. Determine one focus area…

    • Four T’s

    • -teaching objective

    • -target

    • -taxonomy

    • -text/materials

    • Instructional Strategies

    • Learner Engagement

    • Learning Environment


    Welcome to

    2. Determine type of feedback…

    • Reflective feedback with prompt

    • Reflective feedback with limited

    • response by teacher

    • Reflective conversation


    Welcome to

    3. Determine how, when, where…

    • Email or face-to-face

    • Within the first 24 hours

    • To last no longer than 2-4 minutes

    • Informal place – hall, classroom, duty area, lunch


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    4. Determine prompt…

    • related to the focus

    • non-judgmental language

    • goal is to stimulate thought


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    Reflection

    must be

    purposeful.

    M.B. Gunter, 2002


    Welcome to

    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


    Welcome to

    Time Issue

    What is your primary role

    responsibility as a principal?


    Welcome to

    Time Issue

    • How important is this

    • role responsibility in relation to

    • other roles you have in your work?

    • What is the time ratio?


    Principal s time

    Where

    Office area

    Hallways/Grounds

    Off campus

    In classrooms

    Time Spent

    65 %

    17%

    11%

    7%

    Principal’s Time

    Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)


    Welcome to

    How much time for CWT’s?

    Goal: Every Classroom

    Every 2 Weeks


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    How much time for CWT’s?

    • First TWO weeks: (with 40 teachers)

      • CWT once in each classroom during the two weeks (3 min.)

      • Analysis of data (4 min.)

      • Reflective feedback with each teacher (3 min.)

      • 6.6 hours – 8.3% of 80 hours


    Welcome to

    How much time for CWT’s?

    • After practice: (with 40 teachers)

      • CWT in each classroom every 2 weeks (3 min.)

      • Analyze data 50% of time (4 min.)

      • Reflection 50% of time (3 min.)

      • 4.3 hours – 5.4% of 80 hours


    Welcome to

    Take

    the walk

    of your life…….


    Welcome to

    If interested in the full CWT training for you and your staff, please contact:

    Todd Wiedemann, Principal

    Berrien Springs High School

    (269) 471-1748

    [email protected]


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