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DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.auDEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
(Insert appropriate images as selected from Image palette)
Critical Reflective Practice through Classroom Walkthroughs
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What are our current experiences?
Think• Why do you visit classrooms now?Pair and Share• Find a purpose that is similar and different to yoursView• Choose your most frequently used purpose for classroom visits
and think about what you do, think, look for.• View the video as though you are visiting the classroom with this
purpose.• Record the visit and what you do after the visit.Pair and Share• Share your visit and post visit actions with your partner. Question• Pose a question about classroom walkthroughs and record on
sticky note for sharing.
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Four Types of Classroom VisitsFour Types of Classroom Visits
1. Visible Presence
2. Informal Teacher Observation
3. Formal Teacher Observation
4. Brief Classroom Walk-ThroughIt is about colleagues working together to help each other think about
practice. It is not about judging a teacher’s effective use of a given
teaching practice. (Downey, 2004: p 4)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Why focus on teachers?
“teachers account for the greatest source of variance in student
learning” (Hattie, 2003)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
It is not about best practice (a single answer or program)
but about better practice, processes… forever
moving forward(Hayes and Noonan, 2007)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Why focus on teacher learning and reflection?
Principal AccountabilityBuild a culture of critical reflection and
learning for continuous improvement within their school community
Teacher AccountabilityMaintain professional standards of
teaching
Engage in critical reflective practices and contribute positively to a culture of continuous improvement
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Professional Engagement
Standard 2: Teachers reflect on, evaluate and improve their professional knowledge and practice.
Why focus on teacher learning and reflection?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
0.27
0.84
0.42
0.34
0.35
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Dimension 5: Ensuring anOrderly & Supportive
Environment
Dimension 4: Promoting &Participating in TeacherLearning & Development
Dimension 3: Planning,Coordinating & EvaluatingTeaching & the Curriculum
Dimension 2: StrategicResourcing
Dimension 1: EstablishingGoals & Expectations
Effect Size
Why focus on teacher learning and reflection?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Why focus on teacher learning and reflection
inside the classroom?
Effects of Staff Development: Classroom ApplicationAdapted from Bruce Joyce and Beverly Showers, 1998
KnowledgeDemonstrationof Behaviour
Transfer toWork Setting
Presentation of Concept and Theory 85% 15% 10%
Demonstration of Behaviour 85% 18% 10%
Low-risk Practicewith Feedback 85% 80% 15%
Coaching inWork Setting 90% 90% 80%
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Phase I: Develop a model or language of instruction.
Phase IV: Monitor the effectiveness of individual teacher’s implementation and impact on student learning as a form of teacher feedback.
Phase III: Establish a systematic way for teachers to observe expert teachers and each other using the model of instruction.
Phase II: Develop a systematic way for teachers to interact about instruction using the model.
Readiness Phase: Systematically explore and examine instructional model.
Why focus on teacher learning and reflection?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
NT Teaching and Learning Framework
Teacher Effectiveness School Effectiveness
Research: Practices and strategies that significantly improve student outcomes
Process: Learning design model
Research: Leadership through promoting and participating in teacher learning significantly improves student outcomes
Process: Classroom Walkthroughs
.40.30
.15
0
.50.60
.70
.80
.90
1.0REVERSE
Developmental
Effects
Typical
Teacher
Effects
ZONE OFDESIREDEFFECTS
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Goals of Classroom Walkthroughs
•Principal as “Lead Learner”•Frequent classroom visits by school leader•Identification of effective practices •School improvement planning•Professional learning planning•School-wide reflective practice•Increased student achievement
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Classroom Walk-Through ModelClassroom Walk-Through ModelSix StepsSix Steps
Step 1: Snapshot of Teaching and LearningStep 2: Identification of Instructional StrategiesStep 3: Assessment of Learner EngagementStep 4: Survey of the Learning Environment
After the Walk…Step 5: Analysis of Data CollectedStep 6: Reflection with Teacher
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Classroom Walkthrough Guide
Ref: Peter Senge, The Fifth Discipline
Steps 1-4 - During the walkthrough
Step 5 Analysis - After the walkthrough
Step 6 Reflection with teacher – share observations, invite teacher to make own conclusions
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 1: Step 1: Snapshot of Teaching and LearningSnapshot of Teaching and Learning
T1 Teaching objective and learning expectation are made explicit
T2 Target – classroom program outcomes, school priority areas, NTCF outcomes
T3 Taxonomy – Level of thinking expected
T4 Text and/or materials
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 2: Step 2: Identification of Instructional StrategiesIdentification of Instructional Strategies
List observable instructional strategies and what you see the teacher did and said in relation to using these strategies
Positive Attitudes and Perceptions
Intellectual Quality
Thinking and
Learning Habits
To Classroom Climate
To Classroom Tasks
Engage With and Acquire Knowledge
Practice, Deepen and
Connect Knowledge
Use Knowledge
Meaningfully and
Relationally
Thinking on My Own
Thinking Together
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Effect sizes and influences on achievement
.40.30
.15
0
.50
.60
.70
.80
.90
1.0REVERSE
Developmental
Effects
Typical
Teacher
Effects
ZONE OFDESIREDEFFECTS
Example: Feedback
0.72 – 0.81
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What is it we do to make a difference to learning? Marzano’s meta-analysis
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
What is it that we do to make a difference to learning? Hattie’s meta-analysis
0.40 – 0.80 Moderate effect
0.80 +
Large effect
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 3: Step 3: Assessment of Learner EngagementAssessment of Learner Engagement
• Percentage of students engaged in talking, thinking,
participating in the targeted learning
• Level of student questioning, contributions to
conversations
• Looking at the quality of thinking in student work
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 4: Step 4: Survey of the Learning EnvironmentSurvey of the Learning Environment
“Walk the walls” …andthe desks, tables, floor,
resources, technology
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Experiencing a walkthrough
View
• Use the four steps to walkthrough the classroom of the teacher on the video
• Try to be aware of what you are thinking and feeling as you walkthrough in this structured way
• Record during the walkthrough using the I saw, I heard, I wondered model
Pair and Share
• How was the walkthrough similar and different to your current experiences visiting classrooms?
• How might you use walkthroughs in your workplace?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 5: After the Walk…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
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Step 6: Reflection with TeacherStep 6: Reflection with Teacher
1. Determine one area of focus
2. Determine type of feedback
3. Determine how, when, where
4. Determine prompt
Four-step process – 4 D’s
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
1. Determine one focus area…1. Determine one focus area… • Four T’s
-teaching objective-target-taxonomy-text/materials
• Instructional Strategies
• Learner Engagement
• Learning Environment
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
2. Determine type of feedback… 2. Determine type of feedback…
2.1 Reflective feedback with prompt•Hattie’s feedback model
2.2 Reflective conversation•Use After Action Review
What was expected?What actually occurred?What went well and why?What can be improved and how?
•Use a feedback protocol such as Tuning, Consultancy or ATLAS
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Feedback is a process of asking
• Where am I going? Feed Up
• How am I going? Feed Back
• Where to next? Feed Forward
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Hattie, 2007
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
3. Determine how, when, where… 3. Determine how, when, where…
•To last no longer than 2-4 minutes
•Within the first 24 hours
•Email or face-to-face
•Informal place
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
4. Determine prompt…4. Determine prompt… • related to the focus
• non-judgmental language
• goal is to stimulate thought
Suggestions Open ended questions
Probing Questions
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Experiencing a walkthrough
View• Use steps 5 and 6 to analyse your observations and
structure feedback to the teacher.• Record your feedback notes
Pair and Share • How was the walkthrough similar and different to your
current experiences visiting classrooms?• Why, when and how might you use walkthroughs in your
workplace?• What might be opportunities and enablers to use
walkthroughs?• What might be barriers and how can they be overcome?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Time IssueTime Issue
• How important is this role responsibility in relation toother roles you have in your work?
• What is the time ratio?
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Principal’s Time
Where• Office area
• Hallways/Grounds
• Off campus
• In classrooms
Time Spent• 65 %
• 17%
• 11%
• 7%
Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
How much time for CWT’s?How much time for CWT’s?
Goal: Every Classroom Every 2 Weeks
• CWT once in each classroom during the fortnight (3 min.) +
• Analysis of data (4 min.) +• Reflective feedback with each teacher (3 min.)• Total = 10min per teacher per fortnight
• _____ hours/ fortnight • _____ % of 50 hours or 3000 min/ fortnight
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
Re- Allocating Principal’s Time
Where Time Spent Current Use Future Use
Office area 65% > _____%
32.5hrs > _____hrs
Hallways/Grounds 17% > _____%
8.5hrs > _______hrs
Out of school business
11% > _____%
5.5hrs > _______ hrs
In classrooms 7% > _____%
3.5hr > ______hrs
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au
“We must not cease from exploration and the end of all our exploring will be to arrive where we began and to know the place for the first time.”
T.S. Elliot