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Classroom Walk-Through

Classroom Walk-Through. with Reflective Practice. School Board of Charlotte County Workshop September 6, 2006. Classroom Walk-Through. A way to better align curriculum and instruction on a day-to-day basis A tool to enhance classroom visits A way to initiate dialogue about

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Classroom Walk-Through

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  1. Classroom Walk-Through with Reflective Practice School Board of Charlotte County Workshop September 6, 2006

  2. Classroom Walk-Through • A way to better align curriculum and • instruction on a day-to-day basis • A tool to enhance classroom visits • A way to initiate dialogue about • improvement in teaching and learning

  3. MBWA (Management By Wandering Around) Practiced by David Packard Co-Founder of Hewlett-Packard and Sam Walton, Founder of Wal-Mart Two of the top 10 CEO’s of all time. (Fortune Magazine, July, 2003) Takes on a new focus…

  4. Classroom Walk-Through (CWT) A Focused Version of MBWA

  5. Where the tenets of CWT- MBWA are practiced, schools report: • Increased student achievement • Improved instructional practices • Fewer discipline referrals

  6. Classroom Walk-Through A focused classroom visit for a brief period of time followed by reflection

  7. Goals of CWT • Principal as “Lead Learner” (Rick DuFour) • Frequent classroom visits by principal • Real-time data to make decisions for: -School improvement planning -Professional development planning • School-wide reflective practice • Increased student achievement

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

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

  10. A Reflective Prompt should take no more than two to four minutes

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

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

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

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

  15. Classroom Walk-Through Using the PDA is a “signal” that the visit is a CWT.

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

  17. Step 1: Snapshot of Teaching and Learning T1Teaching objective and learning expectation T2Target (Grade level standard) T3Taxonomy (Bloom’s) T4Text and/or materials

  18. Step 2: Identification of Instructional Strategies

  19. Step 3: Assessment of Learner Engagement

  20. Step 4: Survey of the Learning Environment

  21. Step 5: After the Walk… • Check • Alignment of the 4 T’s • Review • Instructional Strategies • Learner Engagement • Learning Environment

  22. 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.” Reflective Practice to Improve Schools York-Barr, Sommers, Ghere, Montie

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

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

  25. 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

  26. 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

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

  28. Focused Reflective Prompts: • Given about 50% of time • No answer expected

  29. Implementation… • 17 District Trainers prepared (Fall 2006) • Training/re-training (2006-08) • Part of DELTA (2006) • CAPE course (2006) • Specific focus areas (2006) • Customized/specialized tools (2006-08)

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