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“The moment you stop learning, you stop leading.”
Rick Warren
WALKING THE TALK:
HOW WALK-THROUGHS IMPACT THE ENTIRE LEARNING COMMUNITY
PRESENTED BY DR. ADRIENNE WALTON
What a Walk-Through Is Not…
www.youtube.com/watch?v=YYnSKwaQxWM
5 Things the Vice Principal Did WRONG
1. “Surprise”attack2. “… judge you and make us feel
superior”3. Lacking knowledge about the
curriculum4. “Teachers should give answers, not
ask questions”5. Clearly out of touch
5 Things the Teacher Did RIGHT
1. Remained calm, confident, and professional
2. Referenced best practices3. Pointed out that Mr. Thompson’s
comments did not align with research-based strategies
4. Welcomed the observation5. Based all explanations on logical
reasoning without becoming defensive
Why Do Walk-Throughs?
“Performing a learning walk [instructional walk-through)] is a step that should be informed by an understanding of what constitutes quality instruction.”
Wagner, et al, 2006
Why Do Walk-Throughs?
.” “... the higher the level of response and follow-up [by the supervisor], the higher the staff rated their supervisor’s effectiveness
Crane, 2002
Why Do Walk-Throughs?
Student Achieveme
nt
Teacher Effectiveness
Instructional Leadership
Walk-Throughs
Best practice
Instructional leadership is, perhaps, the single most important role for principals to play when increased achievement is the goal.
NAESP’s Leading Learning Communities:
Standards for What Principals Should Know and Be Able To Do.
Walk-Throughs: Their Purpose
Improve instructional outcomes Strengthen instructional
leadershipbecome “more” visible become “more”
supportivebecome “more” engaged become “more”
knowledgeable
Reinforce recent training Support the coaching process
Whole Group Activity
https://youtu.be/tAz7TD02ytU
Possible Feedback Comments
Table Group Activity
Directions:
• Assign a reporter for the group• Review the walk-through focus area• Watch observation video• Discuss feedback comments at your
table• Share out with the group
Focus Areas
Table Group 1 STUDENT ENGAGEMENTPromotes active learning and maintains interestUses a variety of research-based strategies Uses technology to enhance student learning Table Group 2 RIGOR AND RELEVANCEMaximizes instructional timeProvides academic rigor, encourages critical thinking, and pushes students to achieve goalsCommunicates high, yet attainable expectations Table Group 3 POSITIVE LEARNING ENVIRONMENTPromotes a climate of trust, honesty, and teamwork in the classroomArranges the classroom materials and resources to facilitate group and individual activitiesEstablishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately Table Group 4 Assessment For and Of LearningChecks for understandingTeaches students how to self-assessUses assessment strategies that are appropriate for the developmental needs of the students Table Group 5 INSTRUCTIONAL STRATEGIESDifferentiates the content, process, product, and learning environment to meet the individual needs of the studentsUses flexible grouping strategiesBuilds upon students’ existing knowledgeDevelops higher-order thinking skills through questioning and problem solving activities
Table Group Video
https://youtu.be/QxLFTvodBBI
What Gets In The Way
Scheduled meetings
Unscheduled meetings
Deadlines
Student discipline
Parent demands
Returning phone calls/replying to emails
How To Improve “In Class” Presence and Support?
Place classroom walk-throughs on your calendar
Have your secretary protect your “walk-through” time
Have a SMART goal focused on walk-throughs
Develop a daily schedule for the Admin Team
Create an agenda item for weekly meetings to discuss walk-throughs
1 2 3 40
2
4
6
8
10
12
14
Goal Achieved
weeks
75%92%75%83%
Chart Your Progress
Daily Walk-Through Matrix9-30 10-3 10-4 10-5 10-6 10-7 10-10 10-11 10-12
Principal
Vice PrincipalAcademic Coach
10-13 10-14 10-18 10-19 10-20 10-21 10-24 10-25 10-26
Principal
Vice PrincipalAcademic Coach
10-27 10-28 10-31 11-1 11-2 11-3 11-4 11-7 11-8
Principal
Vice PrincipalAcademic Coach
K-1 2-3 2-3 4-5
Explain the Process/Expectations
Ask teachers what would they need from the walk-through
Defuse teacher anxiety Use coaching/supportive strategy Ask for their feedback on the process
ALWAYS provide immediate FEEDBACK after a walk-through
Observation/Evaluation
Distinguish the difference:
Observation informal collaborative formative
Evaluation formal required summative
Look Fors …
Are the students engaged/collaborating?
Is the teacher facilitating?
Look Fors …
“Are teachers providing explicit, well organized and engaging whole-group instruction?”
“Is small-group instruction differentiated appropriately by student need?”
“While the teacher is teaching a small group of students, are the other students involved in independent learning activities that are appropriate and engaging?”
Torgeson, et al, 2007
Look Fors …
Purpose: Teacher intentionally plans & instructs for student achievement of essential learning
Rigor: Each learner is appropriately challenged as the teacher moves students to higher levels of achievement
Engagement: Teacher & student actively participate in the learning & are focused on the lesson
Results: The intended learning is achievedFielding, Kerr & Rosier, 2007
Focus on the Specifics
transitions into and out of instructional time readiness to teach (materials
prepared/organized) appropriate instructional pacing management of student behavior student opportunities to respond appropriate student placement in groups instructional modeling/practice/feedback effective use of correction procedures positive feedback and other motivational
procedures
Follow-Up Formats Give feedback
positive (for encouragement) developmental (reflection for growth)
Make suggestions model lessons observation of master teacher
Share an idea/insight include what, why, when, and how recommended professional development
A Challenge Make a commitment to increase your
visibility as an instructional leader.
Set a goal & track your progress.
Walk-throughs = more visibility, better involvement, stronger instructional leadership AND ensures teaching/learning at a higher level
But Most Importantly…Walk-Through Prevent This
Bueller Roll Call Video
WALKING THE TALK
THANK YOU
References Crane, Thomas G. 2002. The Heart of Coaching, 3d ed. San Diego: FTA.
Fielding, L., Kerr, N. & Rosier, P. (2007). Annual Growth for All Students, Catch-up Growth for Those Who Are Behind. Kennewick, WA: New Foundation Press.
National Association of Elementary School Principals (2001). Leading Learning Communities: Standards for what principals should know and be able to do. Alexandria, VA: Author. Retrieved October, 2006 from http://www.naesp.org/client_files/LLC-Exec-Sum.pdf.
Torgeson, J., Houston, D., Rissman, L & Kosanovich, M. (2007). Teaching All Students to Read in Elementary School: A Guide for Principals. Portsmouth, NH: Center on Instruction.
Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.