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8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
http://slidepdf.com/reader/full/three-minute-classroom-walkthrough-faccs-2010 1/34
Promoting Teacher Reflection
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How often do you or does your supervisor walk into the classroom?
How long do you or does your supervisor stay in the classroom on these visits?
How frequently do you or does your supervisor provide follow-up?
What was the nature of the follow-up?
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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1. Short, focused, yet informal
observation
2. Possible area for reflection3. Curricular and well as instructional
focus
4. Follow-up occurs only on occasion andnot after every visit
5. Informal and collaborative
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Downey Approach Other Approaches
Informal Formal
Bri f to 3 min t s Lon r 5 to 15 min t s
Bri f ath rin of data to
look for t ach r d cisions
Gath r data abo t t ach r
ff ctiv n ss
Walk-thro h tim isthro ho t th day and
nanno nc d
Walk-thro h tim istypically known and
sch d l d
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Downey Approach Other Approaches
No checklist of teaching
practices to look for
Checklist or form to gather
data about specificpractices
Nothing put intopersonnel file
May be put into personnelfile
Focus on professionalgrowth
Focus on evaluation,assessment
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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Downey Approach Other Approaches
Ultimately leads to
reflective conversations
Usually leads to direct
feedback
Coaching focus Judging focus ofteninspectional
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Spend more time with novice and marginal
teachers.
Look for specific skills and document.
The Downey Method is designed for teachers
in good standing.
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Frequent sampling increases validity of
observations
Frequent observations often lowerapprehension
Helps supervisors/administrators know moreabout the schools operations
Contributes to the observers repertoire of instructional strategies
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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M WA/CBWA
Helps identify staff development needs
Helps assess the effectiveness of staff development endeavors
Helps identify teachers who might becomemarginal without focused assistance
Helps keep perspective about your work
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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Instructional Leadership
Principal as Lead Learner
Teachers as PrimaryClients
Principals impact student achievement byfocusing on classrooms.
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Transformers Copers
Hav a explicit vision f at t ir sc l i t
lik a r t a ca
attit t t ir j
Oft str l t av ii over elmed it
r s si iliti s
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Transformers Copers
Accept responsibility for
student learning
Believe they dont have
the time or freedom to domuch more than getthrough their day. I findmyself wearing so many
hatsits unbelievable. I just cannot free myself up.
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Transformers Copers
Focus squarely on
instructional leadership;making the time to investin this area is a distinctivecharacteristic of
transformers
Have a hard time building
instructional leadershipinto their chaotic workdays; often admit thatinstructional lea ership is
the facet of work that theyoften sacrifice to thedistractions andemergencies of the day
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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Where Time Spent
Office Area 65%
Hallways/Grounds 17%
Off Campus 11%
InClassrooms 7%
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Goal: every classroom every two weeks
With a staff of 20 teachers, this can beaccomplished in 3.3 hours (4.1% of 80 hours).
3 minutes in each teachers classroom (1 hour)
4 minutes analyzing data each visit (1.3 hours) 3 minutes of reflection with each teacher (1 hour)
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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Adults learn best through reflecting on their
experiences.
Brief, one-on-one, focused feedback is the
most effective staff development approach.
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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1. Reflective, self-directed, self-analytical,
interdependent teachers who examine their
own practices2. Teachers who are continually willing to
improve their teaching practices3. Teachers who are committed to teaching to
standards and to working for higher studentachievement
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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ProfessionalTargets forImproving
Practice
SearchResearchPractices
OngoingSelf-
Analysis
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Downey Metho Other Metho s
Focus: self-reflection, self-
diagnosis, and continualprofessional growth
Focus: particular
instructional practice
Two-way and
conversational, withreflection; little, if any useof notes
Direct feedback often
use of one-way notes or achecklist
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Downey Metho Other Metho s
Recognizes different levels
of follow-up (direct,indirect, interactive)
Follow-up is mainly direct
feedback
Focus is on reflective
questions about onespractice not about thelesson observed
Focus is usually on the
lesson observed, aparticular practice and onhow to improve thatpractice
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Downey Metho Other Metho s
Reflectional supervisionphilosophy with focus onteacher reflection at theanalysis , synthesis, or
evaluation cognitive type
More of an inspectionalphilosophy of accountability forparticular practices
expected compliance
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Downey Metho Other Metho s
Focus on cycle of
professional renewal
Focus on todays practice
Focus on intrinsicmotivation
Focus on extrinsicmotivation
8/8/2019 Three-Minute Classroom Walkthrough FACCS 2010
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1. StudentOrientation to the Work
2. Curricular Decision Points
3. Instructional Decision Points
4. Walk-the-Walls:Curricular andInstructional Decisions
5. Safety & Health Issues
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Just a cursory glance to see if students appear
to be engaged
Examples: oriented toward the teacher,
worksheet, groups, visuals, etc.
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Content: the skill, knowledge, process, or
concept to be learned by the students
Context: the conditions under which students
will demonstrate the learning
Cognitive Type: Blooms Taxonomy
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Determine generic instructional decisions
Identify strategies being used to meetspecific school standards or goals.
Observe specific research-based, subject-
specific practices
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Walls usually reveal objectives but could also
demonstrate instructional ideas.
Learn what criteria teachers use in choosing
students work for display.
Avoid Walls of Shame
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Should happen naturally
Examples: Extension cords creating a trip hazard
Backpacks in the aisles
Dim or burned out lights Temperature extremes
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Determine one area of focus
TeachingObjective
Taxonomy Materials
InstructionalStrategies
Learning Environment
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Engage in reflective dialogue
Reflection defined: the ability to look back and makes sense of
what happened and what your learned. But itsalso the ability to look forward, to anticipate
whats coming up and what you need to do toprepare.
Sommers, 2001
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Principal as a coach gathering data about
teachers decisions
From an accumulation of visits, we consider
teacher decision points that might be of valuefor the teacher to ponder.
Major purpose: provide opportunity for
professional growth through reflection
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Teacher:________________ Date: _______
Observer: ________________
Stu ent Orientation
___ to the teacher ___ to materials___ to visuals ___ to groups
___ other: ___________________________
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Instructional Content
Objective: _______________________________
________________________________________Conte t
Givens: _________________________________
Nature of Students Responses: _____________________________________________________
Special Vocabulary: _______________________
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CognitiveType
___ Knowledge ___ Analysis___ Comprehension ___ Synthesis
___ Application ___ Evaluation
Instructional Strategies________________________________________
________________________________________