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  1. Working on Walkthroughs Another Tool to Gather Evidence ! Barbara L. Barthel Stark County Educational Service Center 2013

  2. Walkthroughs • Are now a requirement of the Ohio Teacher Evaluation System • OTES requires walkthroughs of each teacher in the evaluation process. • The term is plural; thus, according to OTES, this means at least two walkthroughs per teacher per year. • The district determines the number and the specifics. • ODE provides some limited guidance in the OTES Training Workbook.

  3. PRACTICE WALKTHROUGHS Ask some of your teachers to “allow you to practice” walkthroughs before the end of the school year or before you start the required process. The more you walk-through, the better you will be at gathering evidence.

  4. TRAIN YOUR TEACHERS! Before you begin walkthroughs on a regular basis, teach your teachers the process. This powerpoint is available to you and on the Stark County ESC website, Curriculum and Instruction, Building Leadership. Let some of your staff try walk-throughs with you! Partner up with another administrator to help process the strategy.

  5. BOTTOM LINE: Walkthroughs help an administrator to discover evidence! The more structured your walkthrough, the less threatening your walkthrough! The more structured your walkthrough, the easier your walkthrough. The more structured your walkthrough, the better your walkthrough. You and your district determine the structure.

  6. The Basics of Walkthroughs From the point of view of OTES (ODE)

  7. ODE: Ohio Teacher Evaluatiaon System (OTES) Minimum TWO walkthroughs per teacher per year: Number beyond two is determined by the district. Walkthroughs are under thirty minutes. (Observations are thirty minutes or more.)

  8. OTES Resources Tool to inform Process for targeted evidence-based feedback Means to visit classrooms more frequently

  9. OTES RESOURCES Not a “gotcha!” Not a formal observation! Not an isolated event! Not a shortcut for the evaluation!

  10. Guidance from OTES Informally observe all teachers. Informally observe as often as you can. Focus on one or two areas. (Structure) Make time to follow up. Ask for teacher input (on time and focus). Gather qualitative and quantitative data.

  11. The Basics of Walkthroughs • From the point of view of others • Researchers • Publishers • Other administrators • ETC.

  12. Research and Practice Backs Classroom Walkthroughs! CWTs help determine the effectiveness of curriculum implementation. CWTs provide a way to talk with teachers about improvement in teaching and learning. CWTs provide a way to better align curriculum and instruction on a day-to-day basis. CWTs provide a way to “inspect what you expect.” CWTs provide a tool to enhance classroom visits.

  13. LOTS OF MODELS Manage-ment by Walking Around Learning Rounds Three-Minute Walk-through 24/7

  14. Schools where the tenets of walkthroughs are practiced have Higher student achievement across social-economic and cultural lines (Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; and more . . . .) Improved classroom instruction (Teddlie, Kirby, and Springfield, 1989) Improved student discipline (Blasé, 1987; Blasé, 1991)

  15. What is a Classroom Walkthrough? A focused classroom visit for a brief period of time followed by reflection

  16. What are the goals? More visibility of the principal in the classroom. More evidence of the principal as the “lead learner.” Identification of best practices. Evidence of effective teaching. Evidence of student learning and achievement. A school-wide reflective practice.

  17. Classroom Walkthrough One CWT should take no more than two to four minutes!

  18. Classroom Walk-Through Model Six Steps Step 1: Snapshot of Teaching and Learning Step 2: Identification of Instructional Learning Step 3: Assessment of Learner Engagement Step 4: Survey of Learning Environment

  19. Classroom Walk-Through Model Six Steps After the Walk . . . Step 5: Analysis of Information Collected Step 6: Reflection with Teacher

  20. Step 1: Snapshot of Teaching and Learning T1 Teaching objective and learning expectation T2Target T3Taxonomy T4 Text and/or materials T

  21. T1 What was the objective of the lesson? How did you know?

  22. T2 What is the grade level/course level? How did you determine this?

  23. T3 Bloom’s? What verbs? T4 Text/Materials?

  24. Step 2: Identification of Instructional Strategies List observable instructional strategies.

  25. ISWhat strategies? High Yield?

  26. Step 3: Assessment of Learner Engagement Look for student engagement in the learning process: Is it authentic, ritual, passive? High, medium, low?

  27. LE Learner engagement cues?

  28. Step 4: Survey of the Learning Environment “Walk the walls” . . . and the desks, tables, floors, resources, technology

  29. SLE What stood out? Grade-level work?

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

  31. Reflection What is one new learning or realization from the walk-through?

  32. 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

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

  34. Continuous learning and improvement requires embedding the norm of reflective practice in your work. Reflective Practice to Improve Schools Yourk-Barr, Sommers, Chere, Montie

  35. 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

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

  37. Reflective Feedback Within 24 hours No longer than 4 minutes

  38. Align to OTES??? Compare the OTES rubric with these walkthrough steps? What is the same? What is different? Do you see the benefits?

  39. TAILOR TO YOUR NEEDS! • What are you focusing on? • Content area reading strategies? • Differentiated activities? • Cooperative learning opportunities? • Writing across the curriculum? You can focus your walkthroughs to suit your needs!

  40. Paper/Pencil? Technology? Check out the various apps and software programs that can easily manage your walkthroughs. Check with other districts and schools to see their progress and what they are using. Learn from each other! Inform your teachers! The more they know, the more they will accept the change; in fact, some may beg you to stop by and see the good things going on!