Marketing UpdateBoard of Directors Meeting – July 2008 Classroom Walkthrough version 3.0 An Introduction to

Marketing UpdateBoard of Directors Meeting – July 2008

Classroom Walkthrough

version 3.0

An Introduction to

Classroom Walkthrough 3.0

What are Classroom Walkthroughs?

“Unlike a classroom observation which provides a view of a single classroom, a walk through creates a school-wide picture made up of many small snapshots… It’s a strategy for providing a school, not an individual teacher, with feedback about what it’s doing or not doing…”

(Perry, as quoted in Richardson, 2001).

Source: Richardson, J. (2001). Seeing through new eyes. Tools for Schools, October/November, 1–7.


What is CWT?

• A way to focus on best practices every day

• A way to collect aggregate data to see the trends of instructional practices in a school

• A way to engage the school community in dialogue about improving teaching and learning

• A process for translating data to information to action for improvement


How can CWT be used?

• To analyze patterns and trends in teaching and learning

• To monitor the efficacy of professional development or other improvement strategies

• To determine areas of focus for improvement

• To build professional culture and dialogue around teaching and learning


What are some possible outcomes?

• Improved instructional practices

• Increased student engagement

• More positive interaction between school leadership and students

• Increased collaboration between school leaders and teachers

• Fewer disciplinary referrals


What CWT is not…

CWT is not a teacher evaluation tool

• CWT focuses on understanding and supporting the improvement of classroom practice, not evaluation of the performance of specific teachers or other individuals



• The CWT Process begins with a deliberate focus:

What question(s) are we seeking to answer about teaching and learning in our school?

Planning with a Focus



• Once a focus has been identified, data is collected using a set of research-based “look fors”

Look fors: list of curriculum components, instructional

practices, and/or student behaviors of which instructional leaders would seek evidence during classroom visits

Collecting Data


Focus on Curriculum

Look Fors in this category:

• Identify the learning objective(s)• Determine whether the learning objective is evident to

students• Determine whether the learning objective is on target

for grade-level standards• Identify the Sunshine State Standard Strand


Focus on Instruction


• Identify the instructional practices• Identify student grouping format(s)• Identify research-based instructional strategies


Focus on the Learner


• Identify student actions• Identify instructional materials• Determine the level(s) of student work• Determine level of class engagement


Focus on Classroom Environment


• Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective


Focus on the Needs of All Learners


• Response to specific student learning needs through differentiation in content, process, product, learning environment



• Looking at many walks collected over time, data can be analyzed:

What are the trends? What are the patterns? Where might there be connections?

Analyzing Data



Reflecting on the Data

“Experience by itself is not enough. Reflection on experience with subsequent action is the pathway to renewal and continuous improvement.”

York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools. (p. xx).


Reflective practice is:

• Taking a purposeful “time-out” to deliberately process thinking

• Actively analyzing a situation while considering other viewpoints

• Acquiring new awareness and understanding

• Taking action with newfound knowledge

Reflective Practice


• A time for group reflection on data about classroom practice in our school

• A time to turn data into actionable information

• A time to turnkey instructional improvement

Reflective Practice in CWT



• Reflective meetings culminate in the identification and development of an action plan:

A series of action steps in response to what is learned from the walk data

Identifying an Action Plan



• School community implements the agreed-upon action plan

• As the action plan is implemented, progress is monitored by continued classroom walkthroughs

Acting on & Evaluating the Plan


• Anytime instruction is taking place

• Goal: Every classroom Every week

When Are Classroom Walkthroughs Conducted?


CWT Signal

My signal to let you know I am doing a classroom walkthrough is…


Length of a Classroom Walkthrough

A classroom walkthrough should last no more than

4 to 7 minutes


Sample Walk #1


Sample Walk # 2


Sample Walk # 3


Reflection

Take a few minutes to consider the following:

How can classroom walkthroughs support instructional improvement and enhanced student achievement in

our building?

Documents

Marketing UpdateBoard of Directors Meeting – July 2008 Classroom Walkthrough version 3.0 An Introduction to