Classroom Walk-throughs:Improving learning…

NAESP Annual Convention April 11, 2010Sherri Goffman, Deputy Superintendent, Mineola UFSDJennMaichin, Special Education Teacher, Mineola UFSDMatt DeLuca, Fifth Grade Teacher, Mineola UFSD

… one classroom at a time

Workshop Outcomes

o Understand that classroom walk-throughs provide a professional development tool that supports improved classroom practice

o Know collaborative strategies that build and support authentic data collection without judgmento Be prepared to act as a leader and

example in promoting classroom walk-throughs in your own school

Rationale“ To provide an opportunity to have

conversations with each other about what is really happening in classrooms, so teachers can really make change in the classroom. They can see what the current reality is, work together to gather data and use that information to build on the strengths that are already there.”

-10th Grade teacher, Jumpstart Academy, Central Falls, RI

District Implementation

Phase I

April 2007

•District team attends 3-day UCLA SMP Walk-through Institute

•Superintendent, Assistant Superintendent, MS Principal, 1 MS Teacher, 1 Elementary Teacher

May 2007

•District team presents to Administrative Council

•Walk-through trained teachers introduce process at each school (faculty meeting)

October

2007

•Building teams attend in-district Institute •5-6

per building – included teachers

•Implement Walk-throughs

District Implementation

Phase I (continued)

September 200

8

•Additional teachers from each school attend

•second in-district UCLA-SMP Institute, increasing building-wide knowledge and understanding of process

Octobe

r 200

8

•Continue Walk-through cycle

2009-

2010

School Year

•Review, reinforce and continue walk-through cycle

Building Administrator’s Role

Step Back• Trust• Empower teachers

Support

• Initial training• Scheduling• Subs• Location• Time• Materials (forms,

supplies)• Professional

Development

Endorsement• Advocate• Encourage

Pay attention to student work

Pay attention to student/student or student/teacher interactionLook around the classroom for examples related to focus question

Walk-throughs in Action

Part IIDebriefing

Part IIINext Steps

Part IVShare Results

During the Walk After the Walk

Review the focus question

Review the schedule (5-7 minutes in classroom)

Share behavioral guidelines (Will we speak to students?)

Choose a timekeeper

Before the Walk

Pay attention to student work

Pay attention to student/student or student/teacher interactionLook around the classroom for examples related to focus question

Part I: The Walk

During the Walk5-7 minutes

Review the focus question

Review the schedule (5-7 minutes in classroom)Share behavioral guidelines (Will we speak to students?)

Choose a timekeeper

Before the Walk2-3 minutes

Write down observations of evidence related to focus question

Share evidence with group

After the Walk2-3 minutes

Share results with administration

and staff

Request administrative

support for professional

development or resources

Implement new practice

Chart observations

Identify Patterns and

Trends

Chart Questions

about Patterns and

Trends

Reflect upon possible

next steps

Group agrees on one next step

which grew out of identifying patterns

Group makes collective

commitment to learn or use new

strategy or learning idea

Group decides what is necessary

for implementation

of next step

Set a date for next walk-through

Part IIDebriefing

Part IIINext Steps

Part IVShare Results

After the Walk…

Debriefing

Next Steps

Share

The Walk

Linking Student Learning and Professional Practice

Beyond the Walk

Valuable PD

Collegial Circles

PLCs Walk-throughs

Raises the level of “teacher talk” and

collegiality Raises level of expectation and

commitment

Opens doors and encourages teachers to go beyond their comfort

zone

STUDENT ACHIEVEMENT

Through the Eyes of a Walker

• What evidence do you observe of student engagement?

Use the camera as your eyes

“I saw…”

“I heard…”

“I noticed…”

Share results with administration

and staff

Request administrative

support for professional

development or resources

Implement new practice

Chart observations

Identify Patterns and

Trends

Chart Questions

about Patterns and

Trends

Reflect upon possible

next steps

Group agrees on one next step

which grew out of identifying patterns

Group makes collective

commitment to learn or use new

strategy or learning idea

Group decides what is necessary

for implementation

of next step

Set a date for next walk-through

Part IIDebriefing

Part IIINext Steps

Part IVShare Results

After the Walk…

Beyond the Walk

Valuable PD

Collegial Circles

PLCs Walk-throughs

Raises the level of “teacher talk” and

collegiality Raises level of expectation and

commitment

Opens doors and encourages teachers to go beyond their comfort

zone

STUDENT ACHIEVEMENT

UCLA School Management Program

http://www.smp.gseis.ucla.edu/Services/Classroom.html

UCLA SMPNE Region40 Lindeman DriveSuite 200Trumbull, CT 066611

(203) 365- 8914Fax (203) 365- 8947

Breaking Through to Effective Teaching: A Walk-ThroughProtocol Linking Student Learning and Professional Practice -By Patricia Martinez-Miller & Laureen Cervone