I wonder how many children’s lives might be saved if
we educators disclosed what we know to each other. - Roland Barth
we educators disclosed what we know to each other. - Roland Barth
an inquiry based leader will...
conduct classroom walkthroughs
Classroom walkthroughs and observations are strong inquiry-based activities for school leaders. A walkthrough is an organized tour through the school that focuses on instruction and learning. The more time that is spent in classrooms, the better informed and knowledgeable the school leader will be. The purpose of walkthroughs is to provide first-hand, explicit knowledge of instruction and help to improve decision-making about instruction and student learning. It is important to note that walkthroughs are non-evaluative. Prior to visiting classrooms, observers need to decide what they will focus on, what evidence they will collect, and how they will make sense of it. In implementing classroom walkthroughs as a knowledge management process, a community of adult learners will be formed that is able to learn more about instruction and learning. Walkthroughs can play a constructive role when districts make their purpose clear and carry them out in a climate of trust.
Classroom walkthroughs have unique characteristics when compared to more formal classroom observations. Walkthroughs have a focus, as does an observation, but for the walkthrough, it usually supports school-wide goals, not specific teacher goals. From there, look-fors are identified to narrow the focus. These look-fors are explicit student and teacher behaviors that should be observed during the brief classroom visit. It is important to the success of walkthroughs to have teachers accept this process as a tool to support instruction and achieve school and district goals. Engaging Teachers in Classroom Walkthroughs (Kachur, Stout, and Edwards, 2013) identified the following ten strategies developed by schools that received teacher buy-in for walkthrough. They are:
Walkthroughs are all about teachers and principals working together to reflect on teaching practices. Reflection is the key component. When teachers and administrators discover a way to connect around teaching and learning, everyone benefits. The Walkthrough Observation can be the connector that advances learning for everyone and embraces a change in culture. The question to be answered by the principal and faculty is: “What strategy or process if implemented consistently will make the strongest impact on student learning and achievement?”
Kachur, D., Stout, J., Edwards, C. (2013). Engaging Teachers in Classroom Walkthroughs. Virginia: ASCD.
For more information on effective walkthrough strategies:
http://oregonreadingfirst.uoregon.edu/ldrshp_walk_throughs.html
http://www.aimcenterseattle.org/motivation/diad
http://www.naesp.org/resources/2/Principal/2009/M-A_p30.pdf
http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Classroom_Walk-Throughs.aspx
http://www.educationworld.com/a_admin/admin/admin405.shtml
Classroom walkthroughs have unique characteristics when compared to more formal classroom observations. Walkthroughs have a focus, as does an observation, but for the walkthrough, it usually supports school-wide goals, not specific teacher goals. From there, look-fors are identified to narrow the focus. These look-fors are explicit student and teacher behaviors that should be observed during the brief classroom visit. It is important to the success of walkthroughs to have teachers accept this process as a tool to support instruction and achieve school and district goals. Engaging Teachers in Classroom Walkthroughs (Kachur, Stout, and Edwards, 2013) identified the following ten strategies developed by schools that received teacher buy-in for walkthrough. They are:
- Actively involve teacher leaders or school leadership or both in communicating, advocating, and implementing school-wide teacher involvement in walkthroughs.
- Clearly define and communicate the purpose of walkthroughs as an important aspect of continuous school improvement.
- Address the concept of walkthroughs with a great deal of thoughtful planning, and introduce the concept carefully and gradually.
- Ensure that every step of the walkthrough process is completely transparent so everyone knows the purpose, the protocols, and what to expect.
- Create school-wide norms for walkthroughs and subsequent professional conversations.
- Train teachers on a given walkthrough model that increases their awareness and understanding of the process and its value for improving teaching and learning.
- Prepare a schedule that gives teachers time for walkthrough observations and subsequent reflective discussions.
- Encourage teachers to volunteer as participants in the teacher walkthrough process.
- Make student learning, rather than teachers teaching, the primary target of observations during walkthroughs.
- Share and discuss observation data without any evaluative or judgmental comments.
Walkthroughs are all about teachers and principals working together to reflect on teaching practices. Reflection is the key component. When teachers and administrators discover a way to connect around teaching and learning, everyone benefits. The Walkthrough Observation can be the connector that advances learning for everyone and embraces a change in culture. The question to be answered by the principal and faculty is: “What strategy or process if implemented consistently will make the strongest impact on student learning and achievement?”
Kachur, D., Stout, J., Edwards, C. (2013). Engaging Teachers in Classroom Walkthroughs. Virginia: ASCD.
For more information on effective walkthrough strategies:
http://oregonreadingfirst.uoregon.edu/ldrshp_walk_throughs.html
http://www.aimcenterseattle.org/motivation/diad
http://www.naesp.org/resources/2/Principal/2009/M-A_p30.pdf
http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Classroom_Walk-Throughs.aspx
http://www.educationworld.com/a_admin/admin/admin405.shtml