PRE-­‐ACTIVITY: Classroom Walkthroughs as a Tool for Improving Teaching and Learning – An Online Course Administrators Academy #1008 Go online to access the following articles. Type in the titles of the articles. David, Jane L. What Research Says about Classroom Walk-­‐Throughs. Educational Leadership. December/January, 2007-­‐08. (65) 4, pgs. 81-­‐82. Pitler, Howard with Bryan Goodwin. Classroom Walkthroughs: Learning to See the Trees and the Forest. Changing Schools. Summer 2008. Protheroe, Nancy. Using Classroom Walkthroughs to Improve Instruction. Principal. March/April 2009. (publication of the National Association of Elementary School Principals) Guide questions as you read these selections: • What comprises a classroom walkthrough? • What can be the focus and look-­‐fors in classroom walkthroughs? • How can classroom walkthroughs be used for improving teaching and learning? • How can teachers become involved in classroom walkthroughs? • How do these articles relate to what is happening in your school? • What are some questions you have as a result of these readings? 1
Classroom Walkthroughs as a Tool for
Improving Teaching and Learning
Administrator Academy Online Course #1008
Illinois Principals Association
Presenter:
Donald Kachur
Professor Emeritus of Education
Illinois State University
(309) 662-4560
E-mail: [email protected]
Classroom Walkthrough Handouts
January 09, 2012
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PART ONE: OVERVIEW OF WALKTHROUGHS
Many Labels
Looking Back: Abraham Lincoln
Looking Back: Business Book
Management by Wandering Around (MBWA)
School Management by Wandering Around
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Carolyn Downey – CWT Guru
UCLA SMP Classroom Walkthroughs
Building Your Own Model
Why the Increasing Interest?
Instructional Leadership
Coaching and Mentoring
Learner Focused
NCLB
Professional Learning Communities
Implementation of initiatives
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Walkthroughs are…
Informal and _____________
Conducted by _________________ ___________________
Quick _____________________
NOT intended for teacher ______________________
An opportunity for __________________conversations
Aimed at improving ___________________ achievement
Walkthrough Components
PURPOSE
PROTOCOLS
FOCUS & LOOK-FORs
PARTICIPANTS
DATA-GATHERING
FEEDBACK
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PART TWO: SCHOOL IMPROVEMENT TOOL
Focus and Look-fors
Examples of focus questions are:
• What evidence demonstrates that students are actively engaged in their learning?
• How are diverse learning styles and multiple intelligences being accommodated?
• How is the use of higher-order thinking being demonstrated in lessons taught?
• How are the amount and type of student writing across the curriculum demonstrated?
• How are lessons being aligned to the state and district curriculum standards?
•How are teachers integrating technology into their lessons?
• What evidence illustrates teachers are using formative assessments throughout lessons to monitor
instruction?
• What developmentally appropriate activities are taking place to meet student needs?
Examples of Focus Questions and Associated Look-fors
Focus Question: How widely and effectively is guided reading being used by the teachers in working with
small groups of students to help them learn effective strategies for processing text with understanding?
Look-fors:
The teacher…
• selects appropriately leveled reading materials for the group;
• assesses students’ prior knowledge about the selection’s topic and vocabulary;
• clarifies the purpose for reading a particular selection through prediction, vocabulary introduction, or
discussion of ideas that provides readers background knowledge required for understanding the text;
• observes students as they read the text softly or silently to themselves;
• provides guidance and coaching to students by providing prompts, asking questions, and encouraging
attempts at the reading strategy application;
• asks questions to ensure text has been comprehended by readers;
• praises students’ efforts in reading text; and
• addresses second language learners’ needs.
Focus Question: What evidence demonstrates that the amount of student writing across the curriculum is
increasing?
Look-fors:
• students are able to explain the writing process;
• students are maintaining writing journals;
• examples of student writing are posted on classroom walls;
• exemplar writing samples are posted on bulletin boards;
• prompts for journal writing are posted on white boards;
• lesson plans include writing assignments; and
• students share drafts of writing with each other.
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Identifying “look-fors”
Directions: What would be some of the things you would look for under each of the focus areas of
observations listed below?
FOCUS:
Differentiated Instruction
FOCUS:
Student Engagement
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FOCUS:
Formative Assessment
FOCUS:
Teacher Expectations
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Schools benefit from walks
Teachers benefit from walks
Observers benefit from walks
Students benefit from walks
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The Three I’s
I_________________
I__________________ I ___________________
Teacher Involvement
Classroom Teacher Survey Regarding Classroom Walkthroughs
The purpose of this survey is to acquire a profile of the teaching staff’s views about classroom walkthroughs that would
be helpful in the potential design and implementation of classroom walkthroughs.
Classroom walkthroughs are brief visits throughout the school, two to five minutes on the average, conducted on a
frequent basis. They are informal and non-evaluative, in which the instructional and curricular programs are observed,
feedback is provided to teachers, and students talk about what they are learning.
Directions: Please respond to each of the questions below. For each question, you are given the opportunity to add any
further comments.
1. What should be the PURPOSE(S) of classroom walkthroughs? CIRCLE THE LETTER FOR ALL ITEMS THAT APPLY.
a) Collecting additional data on teaching practices and students’ learning to supplement knowledge about
how the school and students are performing;
b) Collecting data to assist in decisions regarding continuous school improvement needs.
c) Sharing collected data with teachers as a means to foster collaboration;
d) Promoting collegial conversations that become part of the school’s professional learning culture;
e) Increasing school-wide reflection on best practices to increase student achievement;
f) Appraising how professional development initiatives are being incorporated into classroom practices;
g) Identifying professional development needs of the faculty and staff;
h) Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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2. What should be the FOCUS of classroom walkthroughs in our school? CIRCLE THE LETTER FOR ALL ITEMS THAT
APPLY.
a) Teacher instructional practices
b) Curricular initiatives
c) Assessment techniques
d) Student behavior and learning activities
e) Classroom environment (e.g., instructional resources, wall displays, etc.)
f) Classroom management
g) Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Who should be the OBSERVERS doing walkthroughs? CIRCLE THE LETTER FOR ALL ITEMS THAT APPLY.
a) Principal
b) Assistant/Associate principal
c) Teachers
d) Central office personnel
e) Department chairs
f) Certified support staff (e.g., social worker, school psychologist, dean, etc.)
g) Students
h) Parents
i) Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. Should classroom walkthroughs be ANNOUNCED in advance?
______ Yes
______ No
Comments:
__________________________________________________________________________________________________
5. Should observers display an INDICATOR that they are conducting a walkthrough (e.g., pouch, badge, color,
clipboard, etc.)?
______ Yes
______ No
Comments:
__________________________________________________________________________________________________
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6. How FREQUENTLY should observers conduct classroom walkthroughs?
a) Once a semester
b) Once a quarter
c) Once a month
d) Twice a month
e) Once a week
f) Daily
g) Other? (Please specify)___________________________________________
Comments:
7. How much TIME should observers spend in each classroom during the walkthroughs?
a)
b)
c)
d)
1-4 minutes
5-7 minutes
8-10 minutes
Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
8. Should observers ENGAGE IN CONVERSATIONS WITH STUDENTS about what they are learning during
walkthroughs?
_______ Yes
_______No
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
9. Should observers be allowed to TALK WITH THE TEACHER during the walkthrough?
_______ Yes
_______No
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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10. How should observation data be RECORDED during walkthroughs?
a) Observers use a checklist of observable look-fors
b) Observers take notes of what they observe
c) Observers use a combination of a checklist and note-taking
d) No note-taking or checklists should be used
e) Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
11. How would you prefer that FEEDBACK be shared? MARK ALL THAT APPLY.
a) Face-to-face
b) Feedback left on desk as observer(s) depart
c) Handwritten note or e-mail
d) Department/grade level feedback
e) Whole faculty feedback
f) Other? (Please specify)___________________________________________
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
12. Should observers RECORD their walkthrough observations while in the classroom or after their departure?
_______ Inside classroom
_______ Outside of classroom
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
13. Should it be MANDATED that all of the school’s teachers be observed during walkthroughs?
_______ YES
_______ NO
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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14. Should classroom walkthroughs be considered as part of the TEACHER EVALUATION process?
_______ YES
_______ NO
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Evaluation of School/District Classroom Walkthrough Process
The purpose of the survey is to evaluate the school/district classroom walkthroughs.
DIRECTIONS: Please circle your response to each of the questions below.
1. I have a very clear understanding of the PURPOSE for classroom walkthroughs?
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
2. I have a very clear understanding of the SPECIFIC FOCUS for each of the classroom walkthroughs?
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
3. I have a very clear understanding of the LOOK-FORS for each of the classroom walkthroughs?
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
4. I agree with the FREQUENCY that classroom walkthroughs are conducted.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
5. I agree with the amount of TIME observers spend in my classroom during walkthroughs.
________________________________________________________________________
Totally agree Somewhat agree
January 09, 2012
No opinion Somewhat disagree
Totally disagree
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6. I agree with observers’ TIMING of various walkthroughs so that the beginning, the middle, and the
closing of lessons are observed.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
7. I agree that observers should ENGAGE IN CONVERSATIONS WITH STUDENTS about what they are
learning.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
8. I am comfortable with observer(s) RECORDING DATA about their observations while in my classroom.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
9. I agree with the WAY observer(s) RECORD DATA about their observations while in the classroom.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
10. I agree with the way FEEDBACK is provided from classroom walkthroughs.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree Totally disagree
11. I agree that walkthroughs are unobtrusive and conducted in ways that MINIMIZE the impact on
classroom instruction.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree Totally disagree
12. I agree that my teaching and students’ learning have BENEFITED from walkthroughs.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
13. I agree that classroom walkthroughs do not need to be ANNOUNCED in advance.
________________________________________________________________________
Totally agree Somewhat agree
January 09, 2012
No opinion Somewhat disagree
Totally disagree
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14. I agree there is a TRUSTING RELATIONSHIP between those who observe and those observed.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
15. I agree that ALL TEACHERS should be observed through classroom walkthroughs.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
16. I agree that TEACHERS should have the opportunity to be OBSERVERS.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree
Totally disagree
17. I agree that the classroom walkthroughs are working well IN CONCERT with other school improvement
initiatives taking place in our school.
________________________________________________________________________
Totally agree Somewhat agree
No opinion Somewhat disagree Totally disagree
18. I agree that the classroom walkthroughs should not be part of TEACHER EVALUATION.
________________________________________________________________________
Totally agree Somewhat agree
January 09, 2012
No opinion Somewhat disagree
Totally disagree
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Everyone is in the Know!
According to Gary Bloom, Associate Director of the New Teacher Center, University of California, Santa Cruz,
"It is essential that before a school or district begins a classroom visitation program, everybody is clear about
what to expect and what his or her role is to be in the process" (2007, p. 41). All stakeholders in the school
setting need to know the answers to the following sixteen items:
1.
Why are classroom walkthroughs being considered?
2.
How were teachers involved in the design and implementation of the walkthroughs?
3.
What is the specific purpose of the walks?
4.
Who will participate in the walkthroughs?
5.
When and how often will walks occur?
6.
How long will visitors stay?
7.
Will walkthroughs be announced prior to the visit?
8.
What focus or look-fors will visitors observe?
9.
Will there be any training connected to the walkthroughs?
10.
What and how will information from the visits be recorded?
11.
What will happen to the notes or checklists?
12.
How will teachers receive feedback?
13.
Will everyone be required to be visited?
14.
How will walkthroughs complement other school improvement initiatives?
15.
How will walkthroughs relate to the teacher evaluation process?
16.
How will the walkthrough process be evaluated?
Bloom, G. (2007). Classroom visitations done well! Leadership, 36 (4), 40-41, 44-45.
January 09, 2012
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PART THREE: DESIGNING YOUR OWN WALKTHROUGH MODEL
Concerns with Walkthroughs
Remember the Three T’s
T___________________ T______________________ T ______________________
Teachers as Observers
UCLA SMP Classroom Walkthroughs
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Instructional Talk-Throughs
School-Wide Walkthroughs
Timing
Announce your Walkthroughs?
January 09, 2012
Frequency
Length of Time
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Observation Data Collected and Recorded
Classroom Walkthrough Observation Software
Observation Feedback
Teacher Contract Issues
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Managing your Time
No “one-size-fits-all”
Think of Walks as a Mosaic
School Improvement Toolbox
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Designing Your Own Walkthrough Model
Focus
Frequency & Length of Visits
Who should participate?
Collecting observation data
Feedback to teachers
Involving Teachers
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21 Classroom Walkthrough Tips
Denise Burson
Feb 09, 2009
1. Conduct a Walkthrough meeting with the staff. This meeting sets the stage for the Walkthrough
and establishes clear expectations for the staff.
2. Identify the type of data to be collected and gather data during the Walkthrough.
3. Connect the "look-fors" to established standards. This is an important step for developing a
common language for staff and for establishing a matching set of indicators around instruction and
learning.
4. Make a commitment to visit at least five classrooms for five minutes every day (5 x 5's).
5. Make time for Walkthroughs. Have your mail and email sorted before you read it.
6. Place non-essential operational items second.
7. Restructure support staff procedures dealing with appropriate issues.
8. Develop options for dealing with students sent to the office for discipline.
9. Move from morning supervision to classrooms...save the office for later.
10. Use the Learning-Focused Monitoring Guide and flipchart.
11. Look for evidence that supports the Lesson Essential Question (student work on display, work
students are engage in, teacher questions, student responses).
12. Schedule classroom visits -no calls, no interruptions.
13. Train the school secretary to know where you are, and to answer your calls saying you are in
classrooms observing teaching and learning when you are not in the office.
14. Create a Walkthrough calendar, and share it with the staff and secretary.
15. Have the secretary remind you/interrupt when it is time to leave the office for classroom visits.
16. Meet parents' request by having the secretary set appointments/phone calls.
17. Establish with the secretary a protocol for handling parent request for appointments and parent
phone calls.
18. Publish the principal's schedule to parents in the newsletter (available meeting time)
19. Observe student behaviors that impact learning.
20. Take a camera. At faculty meetings share snapshots of effective teaching and learning.
21. 50% of the time use "Ask abouts" and follow-up questions. If teachers can discuss their lessons
and activities with you for a few minutes when you see them at bus duty, lunch duty, in the hallway,
when they come to your office, etc... you will gain a lot of knowledge of their understanding of the
school's instructional goals and expected practices.
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Delta Chart
Positive (+)
Negative (-)
What would you promote among your staff as the
positive aspects and outcomes of classroom
walkthroughs?
What are practices or behaviors that can nullify
the effectiveness of
classroom walkthroughs?
Steps in Getting Started
Following are suggestions for planning and implementing classroom walkthroughs in your
school building:
January 09, 2012
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1. Take time to thoroughly research the topic of walkthroughs to prepare for the many
decisions to be made.
2. Determine staff concerns or issues with previous walkthrough efforts and address those
concerns or issues.
3. Work with the faculty to determine the purpose (including focus and look-fors) and
protocol of walkthroughs and the format of walkthrough feedback.
4. Align classroom walkthroughs with other school improvement and professional
development efforts.
5. Send a team of teachers, teacher union representatives, and administrators to visit
school districts that are successfully using classroom walkthroughs to improve teaching
and learning.
6. Establish clear and consistent guidelines or walking norms for those conducting
walkthroughs and communicate them to the entire school community.
7. Provide walkthrough training for all participants.
8. Implement walkthroughs on a voluntary basis in the beginning, allowing the early
adopters of change to become advocates for the process and its value.
9. Consider expanding opportunities for teachers to be included in the walks.
10.Conduct formative evaluations of the walkthrough process regularly to determine what
is working and what needs modification.
References: Classroom Walkthroughs
January 09, 2012
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City, Elizabeth A., Elmore, Richard F., Fiarman, Sarah E., & Teitel, Lee. (2009). Instructional Rounds in Education: A
Network Approach to Improving Teaching and Learning. Cambridge, MA: Harvard Education Press (Focuses on the
use of instructional rounds as a model for walkthroughs)
Cronk, Dorothy, Inglis, Linda, Michailides, Dean, Michailides, Mary, Morris, David, and Peterssen, Nancy. (2008).
Walking the Talk: Instructional Talk-Throughs. The ATA News 43 (3), 1-3. Great example of teacher involvement in
walkthroughs. Go to http://www.educationworld.com/a_admin/admin/admin494.shtml
Downey, Carolyn J., Steffy, Betty E., English, Fenwick W., Frase, Larry E., & Poston, Jr., William K. (2004). The ThreeMinute Classroom Walk-Through: Changing Supervisory Practice One Teacher at a Time. Thousand Oaks, CA:
Corwin, Press. (Focuses on a three-minute model for conducting walkthroughs)
Downey, Carolyn J., Steffy, Betty E., Poston, Jr., William K., & English, Fenwick W. (2010). Advancing the Three-Minute
Walk-Through: Mastering Reflective Practice. Thousand Oaks, CA: Corwin Press. (Focuses on the reflective follow-up
conversations in helping teachers improve their practice)
Frase, Larry, & Hetzel, Robert. (1990). School Management by Wandering Around. Lancaster, PA: Technomic
Publishing Company, Inc. (First book published that addresses walkthroughs although not referred by that descriptor)
Kachur, Donald, S., Stouts, Judith A., & Edwards, Claudia L. (2010) Classroom Walkthroughs to Improve Teaching
and Learning. Larchmont, NY: Eye on Education. (Examines eighteen walkthrough models from across the country for
the purpose of designing a model that fits one’s own school setting)
Marshall, Kim. (2009). Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration,
and Close the Achievement Gap. San Francisco, CA: Jossey-Bass. (Presents the use of “mini-observations” for quick
snapshots of teaching and learning)
Martinez-Miller, Patricia, & Cervone, Laureen. (2008). Breaking Through to Effective Teaching: A Walk-Through
Protocol Linking Student Practice and Professional Practice. Lanham, MD: Rowman & Littlefield Education. (Serves
as a good reference on the UCLA SMP Classroom Walkthrough model that heavily involves teachers as the walkthrough
observers)
Marzano, Robert J., Frontier, Tony, & Livingston, David. (2011). Effective Supervision: Supporting the Art and Science of
Teaching. Alexandria, VA: ASCD.
Marzano, Robert J. Making the Most of Instructional Rounds. Educational Leadership. Vol. 68, No. 5. February 2011,
pages 80-81.
Zepeda, Sally J. (2009). The Instructional Leader’s Guide to Informal Classroom Observations (Second Edition).
Larchmont, NY: Eye on Education. Provides 40 classroom observation tools for the job-embedded nature of the informal
classroom observations.
January 09, 2012
ADMINISTRATORS’ ACADEMY SIGN-IN SHEET
Classroom Walk-Throughs as a Tool for Improving Teaching and Learning - an Online Course
AAC # 1008
Presenter(s): Dr. Donald S. Kachur
February 16, 2012
FULL NAME
E-MAIL
POSITION
SOCIAL SECURITY OR IEIN #
(Required)
SCHOOL NAME & ADDRESS
SCHOOL PHONE
DISTRICT NAME AND NUMBER
HOME ADDRESS
HOME PHONE
Do you have a Type 75 or Type 10 Certificate: Yes
NO
Choose One:


Illinois Administrators’ Academy Credit
Continuing Professional Development Credit (Administrators)
(No Application/Dissemination Plan Required)
 I do not need Illinois Administrators’ Academy Credit or Continuing
Professional Development Credit

Continuing Professional Development Units (Teachers)
SIGNATURE
IMPORTANT: PLEASE COMPLETE IMMEDIATELY
Please complete this form and fax (217.391.0849) or mail to: Attn: Beth, IPA, 2940 Baker Drive, Springfield, IL, 62703.
On-line Administrators’ Academy Application/Dissemination Plan
NAME
SSOS School
TODAY’S DATE
SOCIAL SECURITY OR IEIN #
COURSE NAME
COURSE NUMBER
COURSE DATE
COURSE LOCATION
Describe the Application/Dissemination work you will do for this course. See Application/Dissemination Plan
Instructions for complete detail.
IMPORTANT: PLEASE COMPLETE IMMEDIATELY
Please complete this form and fax (217.391.0849) or mail to: Attn: Beth, IPA, 2940 Baker Drive, Springfield, IL, 62703.
Application/Dissemination Plan Instructions
Administrators Academy #: 1008
Title: Classroom Walk-Throughs as a Tool for Improving Teaching and Learning - an Online Course
Presenter(s): Dr. Donald S. Kachur
Date: February 16, 2012
Location: Online
IMPORTANT: Please use the description below to describe your
application/dissemination work.
The Action Plan must be a classroom Walkthrough Protocol designed for the participant's own school
or school district. The Action Plan will include identification of: (1) how teachers were involved in the
design and implementation of the Action Plan; (2) the purpose(s) of the walkthrough; (3) who will
participate in the walk-throughs, (4) identification of the overall focus of the walk-throughs and the
specific "look-fors: that will be part of the walks; (5) frequency of walks, length of classroom visits
and other guidelines for conduct of the walk-throughs; (6) what observable data will be collected
from the walk-throughs; (7) how walk-through data will be recorded ( e.g. checklists, narrative notes,
PDA); and (8) nature and form of feedback given to the teachers ovserved during the walk-throughs.
Plan needs to be detailed and more than 5 sentences to receive academy credit.
Please keep this form for your records with documentation of completion of
On-line Administrators’ Academy Application/Dissemination Plan.
By submitting this document I will take responsibility for completing the tasks delineated in
my “Administrators’ Academy Application/Dissemination Plan, “ including the maintenance
of documentation to verify my work, and that I will take responsibility for checking the
ISBE’s Educator Certification System (www.isbe.net/certification) to assure that the correct
information is posted to my account. All problems must be reported to the IPA within 90
days of the completion of the Academy.