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    Profesionalisme Guru - Classroom Walk Through

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    sszma
    This document provides an overview of Classroom Walk-Throughs (CWT), a model for principals to conduct brief classroom observations followed by reflective feedback with teachers. The goals of CWTs are to support the principal as the lead learner, identify best practices and needs, and improve teaching, learning and student achievement. The 6-step CWT process involves observing teaching objectives, instructional strategies, student engagement and the learning environment, then analyzing data and providing reflective feedback to teachers focused on continuous improvement. When implemented properly, CWTs allow principals to spend more high-quality time in classrooms without significantly increasing their workload. Contact information is provided to receive full CWT training.

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    Profesionalisme Guru - Classroom Walk Through

    Uploaded by

    sszma
    914 views48 pages
    This document provides an overview of Classroom Walk-Throughs (CWT), a model for principals to conduct brief classroom observations followed by reflective feedback with teachers. The goals of CWTs are to support the principal as the lead learner, identify best practices and needs, and improve teaching, learning and student achievement. The 6-step CWT process involves observing teaching objectives, instructional strategies, student engagement and the learning environment, then analyzing data and providing reflective feedback to teachers focused on continuous improvement. When implemented properly, CWTs allow principals to spend more high-quality time in classrooms without significantly increasing their workload. Contact information is provided to receive full CWT training.

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    PROFESIONALISME GURU- CLASSROOM WALK THROUGH

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    This document provides an overview of Classroom Walk-Throughs (CWT), a model for principals to conduct brief classroom observations followed by reflective feedback with teachers. The goals of CWTs are to support the principal as the lead learner, identify best practices and needs, and improve teaching, learning and student achievement. The 6-step CWT process involves observing teaching objectives, instructional strategies, student engagement and the learning environment, then analyzing data and providing reflective feedback to teachers focused on continuous improvement. When implemented properly, CWTs allow principals to spend more high-quality time in classrooms without significantly increasing their workload. Contact information is provided to receive full CWT training.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    914 views48 pages

    Profesionalisme Guru - Classroom Walk Through

    Uploaded by

    sszma
    This document provides an overview of Classroom Walk-Throughs (CWT), a model for principals to conduct brief classroom observations followed by reflective feedback with teachers. The goals of CWTs are to support the principal as the lead learner, identify best practices and needs, and improve teaching, learning and student achievement. The 6-step CWT process involves observing teaching objectives, instructional strategies, student engagement and the learning environment, then analyzing data and providing reflective feedback to teachers focused on continuous improvement. When implemented properly, CWTs allow principals to spend more high-quality time in classrooms without significantly increasing their workload. Contact information is provided to receive full CWT training.

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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…
    a way 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)
    Classroom Walk-Through
    A focused 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
    Classroom Walk-Through
    should take no more than
    two to four minutes
    Reflective feedback. . .
    should take
    NO MORE
    than two to four minutes
    Classroom Walk-Through . .
    is NOT intended
    for
    evaluation purposes
    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 • Introduced objectives
    benchmarks listed for tomorrow at end of
    class
    • Objective not posted
    • Boardwork, Bellwork,
    • Play list on board Homework posted
    (music)
    What T2 Might Look Like

    • Instruction was on • Instruction was not on


    target via our target via our
    curriculum, course curriculum, course
    level, and/or grade level, and/or grade
    What T3 Might Look Like

    • H Synthesis • M Application

    • M Application and • L Instruction M-Lab


    H Synthesis H-Report

    • L, M or H • M-H Analysis
    What T4 Might Look Like

    • Worksheet • Calculator and graph


    paper
    • Watching video • Computer and text

    • Book/paper board • Handout, formulas and


    examples symbols
    Step 2: Identification of
    Instructional Strategies

    List observable
    instructional strategies
    What IS Might Look Like
    • Writing/imagery • Individuals or small
    groups with teacher
    • Inquiry/math floating-asking and
    manipulatives with answering questions
    m&m’s

    • Rehearsal with visual • Boardwork/visuals


    cueing and asking students congested but
    to listen to each other available
    Step 3: Assessment of
    Learner Engagement

    Percentage of
    students engaged
    What LE Might Look Like

    • 80% at start of class • 50% many off task

    • 100% • 85%

    • 95% • Etc.
    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 • Colorful, cultural
    visuals
    • Student work posted • Soft classical music in
    background
    • Visual, organized,
    stimulating • High energy

    • Clean and organized • Called on kids to help


    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
    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


    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
    1. Determine one focus area…
    • Four T’s
    -teaching objective
    -target
    -taxonomy
    -text/materials
    • Instructional Strategies
    • Learner Engagement
    • Learning Environment
    2. Determine type of feedback…

    • Reflective feedback with prompt

    • Reflective feedback with limited


    response by teacher

    • Reflective conversation
    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
    4. Determine prompt…
    • related to the focus

    • non-judgmental language

    • goal is to stimulate thought


    Reflection
    must be
    purposeful.
    M.B. Gunter, 2002
    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
    Time Issue
    What is your primary role
    responsibility as a principal?
    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 Time Spent
    • Office area • 65 %

    • Hallways/Grounds • 17%

    • Off campus • 11%

    • In classrooms • 7%
    Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)
    How much time
    for CWT’s?

    Goal: Every Classroom

    Every 2 Weeks
    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
    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
    Take
    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
    twiedema@remc11.k12.mi.us

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