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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:

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…

away to talk

with teachers

about improvement

in teaching and learning.


Classroom Walk-Through…

a way to better assess

curriculum and instructional

alignment on a day-to-day

basis.


Classroom Walk-Through…

a tool to maximize the

principal’s time in the

classroom.


MBWA

(Management By Wandering Around)

Peters and Waterman

Takes on a new focus…


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)


Where the tenets of SMBWA

are practiced, schools have:

Improved classroom instruction

(Teddlie, Kirby, and Springfield, 1989)


Where the tenets of SMBWA

are practiced, schools have:

Improved student discipline

(Blase, 1987; Blase, 1991)



Afocused classroom visit

for a brief period of time

followed by

reflection


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


Research

Adults

learn best through reflecting

on their experiences.

(Costa and Garmston)


Classroom Walk-Through

provides structure and practice in…

data-gathering

curriculum analysis

reflective thinking


Classroom Walk-Through . .

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


ClassroomWalk-Through

should take no more than

two to four minutes


Reflective feedback. . .

should take

NO MORE

than two to four minutes


is NOT intended

for

evaluation purposes

Classroom Walk-Through . .


Four Types of

Classroom Visits

  • Visible Presence

  • Informal Teacher Observation

  • Formal Teacher Observation

  • Brief Classroom Walk-Through


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


Step 1: Snapshot of

Teaching and Learning

T1 Teaching objective and

learning expectation

T2 Target

T3 Taxonomy

T4 Text 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 and/or grade

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 and/or grade

Watching video

Book/paper board examples

Calculator and graph paper

Computer and text

Handout, formulas and symbols

What T4 Might Look Like


Step 2: Identification of and/or grade

Instructional Strategies

List observable instructional strategies


What is might look like

Writing/imagery and/or grade

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


Step 3: Assessment of and/or grade

Learner Engagement

Percentage of

students engaged


What le might look like

80% at start of class and/or grade

100%

95%

50% many off task

85%

Etc.

What LE Might Look Like


Step 4: Survey of the and/or grade

Learning Environment

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


What sle might look like

Small group work and/or grade

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


Step 5: After the Walk… and/or grade

  • Check for alignment of the 4 T’s

  • -Teaching objective

  • -Target

  • -Taxonomy

  • -Text

    • Identification of Instructional Strategies

    • Learner Engagement

    • Learning Environment


  • Step 6: Reflection with Teacher… and/or grade

    • 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


    Step 6: Reflection with Teacher and/or grade

    • Four-step process – 4 D’s

    • Determine one area of focus

    • Determine type of feedback

    • Determine how, when, where

    • Determine prompt


    1. Determine one focus area… and/or grade

    • Four T’s

    • -teaching objective

    • -target

    • -taxonomy

    • -text/materials

    • Instructional Strategies

    • Learner Engagement

    • Learning Environment


    2. Determine type of feedback… and/or grade

    • Reflective feedback with prompt

    • Reflective feedback with limited

    • response by teacher

    • Reflective conversation


    3. Determine how, when, where… and/or grade

    • 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


    4. Determine prompt… and/or grade

    • related to the focus

    • non-judgmental language

    • goal is to stimulate thought


    Reflection and/or grade

    must be

    purposeful.

    M.B. Gunter, 2002


    Reflection and/or grade

    “…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


    Time Issue and/or grade

    What is your primary role

    responsibility as a principal?


    Time Issue and/or grade

    • 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 and/or grade

    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)


    How much time for CWT’s? and/or grade

    Goal: Every Classroom

    Every 2 Weeks


    How much time for CWT’s? and/or grade

    • 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


    How much time for CWT’s? and/or grade

    • 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


    T and/or gradeake

    the walk

    of your life…….


    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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