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Literacy Walks

Literacy walk banyule network

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Powerpoint about Literacy Walks.

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Page 1: Literacy walk banyule network

Literacy Walks

Page 2: Literacy walk banyule network

What is a Literacy Walk?

• Focussed classroom observations

• Real-time data to make decisions for:

-Improving literacy teaching

-School improvement planning

-Professional learning planning

• School-wide reflective practice

• Increased student achievement

Page 3: Literacy walk banyule network

Literacy Walk

• The Literacy Walk is designed to assist in “coaching” for improved literacy practice in the classroom

• Focus on a snapshot of classroom literacy practice:– Classroom environment– Student perceptions– Analysis of student work– Discussion & observation of teaching practice

Page 4: Literacy walk banyule network

Why a Literacy Walk?

• Principal as “Lead Learner” in the school with key responsibility for literacy improvement

• Whole-school commitment to improving literacy practice

• Provides opportunity to learn from and with each other

Page 5: Literacy walk banyule network

Focussed Observations

• Must be built in an atmosphere of trust• Openness and confidentiality must be

encouraged• Uses agreed protocols• Evidence based rather than judgemental• Observations of student learning

– Discussion with students– Current task and displayed resources

Page 6: Literacy walk banyule network

What it is not

• Not a personal judgement or evaluation of teachers, students, classroom or leaders

• Not a focus on individuals

• Not an opportunity to disrupt learning

• Not sweeping observations or judgements

• Not comparison between classes

Page 7: Literacy walk banyule network

Process

NCSL: Getting started with Networked Learning Walkshttp://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf

Page 8: Literacy walk banyule network

1. Agree on the focus

As a professional learning team, agree on the focus for the visit

• identify the focus from professional learning• Identify what you would you expect to see• Identify what you might observe

– Students– Teachers– Tasks

Page 9: Literacy walk banyule network

Focus on success• How will you create a shared responsibility for

improvement?• What professional learning have teachers engaged

in?• What will be the focus of the observation?• Who will participate in the visits and why?• How and when will feedback from data collected be

provided to participants?• How will you select the classrooms to visit?• What resources will be required?• What is the role of students and how are they

involved?

Page 10: Literacy walk banyule network

2. Establish the team

Shared responsibility for literacy improvement across the team

• Shared understanding of purpose for visits

• Clarity of focus for visit – what is to be observed

• Opportunity for learning about leading literacy improvement

Page 11: Literacy walk banyule network

• Who will be observed?

• Which classrooms?

• What focus?

• What questions?

• What evidence?

• What planning?

• What processes?

Page 12: Literacy walk banyule network

3. Prepare for the literacy walk

• Agreement about focus for walk• Establishment of protocols

– Ensure there is learning for each person involved

– Ensure learning - rather than judgement – is the focus

– Support each person to prepare for the walk– Gain commitment to the process

Page 13: Literacy walk banyule network

• What is the focus of the Literacy Walk?• What pedagogy underpins this?• What professional learning has been

undertaken?• What are the changes to literacy

practice we would expect to see as a result of this?

• What will we see and hear?• What evidence and data would be

collected?

Page 14: Literacy walk banyule network

4. Classroom visit

• Provides a snapshot of classroom practice

• Lasts no more than 15 minutes

• Evidence gathered from 4 sources:– Classroom environment– Talk with students– Analysis of student work– Discussion & observation of teacher

Page 15: Literacy walk banyule network

• Explicit teaching• Classroom

organisation• Classroom

management and behaviour

• Student work samples• Displays of student

work• Student engagement

• Teacher student interactions

• High level questioning• Student questioning• Student interactions• Small group

interactions• Support and praise• Feedback

Page 16: Literacy walk banyule network

5. Corridor Talk

Immediately after classroom visit, walkers take time to share evidence related to focussed observations (non-judgemental)

• Focus on positives as well as constructive questions

• Ensure observations are evidenced and data-driven

• Note key issues for debrief meeting

Page 17: Literacy walk banyule network

• Take time to make sense of recorded observations

• Make list of evidence and data collected

• Ensure discussion is free from judgement

• What did you learn?

• What questions do you have?

• What next?

Page 18: Literacy walk banyule network

6. Debrief and feedback

Walkers review evidence and questions raised during corridor talk and use this data to inform professional learning focus

• Structure debrief to allow personal and group reflection

• Feedback reflects observed practice

• Focus on what to do next

Page 19: Literacy walk banyule network

• What information will be fed back to teachers? – When? – Where? – How? Individual or group?

• How will observations and implications be shared? – Then what?

• How will the success be celebrated?– Who? – When?

• What is the focus for next literacy walk?

Page 20: Literacy walk banyule network

“Adults do not learn from

experience,

they learn from

processing experience.”

Arin-Krupp as cited in Garmston & Wellman, 1997