Dana Fulmer & Andrew Taylor Ulster BOCES CLASSROOM WALK-THROUGHS FOR TECHNOLOGY INTEGRATION Dana Fulmer & Andrew Taylor Ulster BOCES

WORKSHOP PURPOSES To provide principals, assistant principals, mentor teachers, and others who coach teachers strategies for using a: Structured classroom observation Walk-Through approach for technology Introduction to technology standards Reflective Inquiry about technology as a vehicle for maximizing student achievement

ULTIMATE GOALS Teachers continually willing to improve their teaching Teachers who are committed to integrating technology for ever higher student achievement Reflective, self-directed, self-analytical, interdependent teachers who examine their own practices

BACKGROUND THEORY Shift away from conventional or congenial supervision toward collegial supervision Collegial rather than a hierarchical relationship between teachers and supervisors Focus on teacher development rather than teacher conformity Facilitation of teachers collaborating with each other in instructional improvement efforts Teacher involvement in on-going Reflective Inquiry

WALKTHROUGH OVERVIEW Short 2-4 minute informal observations Data/Observation,1-2 minutes Primary focus Curriculum decisions Instructional decisions Evidence of student learning, if accessible Notes for possible follow-up conversation,1-2 minutes Follow-up conversations, 5-10 minutes Short one-on-on “reflective” opportunities

CHANGE Most POWERFUL change strategy— short 2-3 minute interactions on a single topic Reflective Question for staff to ponder To move toward ongoing reflective practice To steadily increase student achievement

WHY: Validity of frequent sampling Frequency of follow-up conversations and influence on changed behavior Often lowers apprehension over time making formal observations more effective See more people more often and widen perspective & influence Expand teacher and coach/mentor repertoire of strategy--sharing

WHY: Identify common staff development needs Ongoing support of staff development implementation Continuous message Reinforces instructional leadership Walk the talk of district values (symbolic) Surfaces “Red Flags”-possible problems calling for more frequent formal and informal observations

BEFORE YOU BEGIN: Specify the Walk-through classroom observation purpose. Student engagement Curricular decisions Instructional decisions Technology Integration Other?

STEPS IN OBSERVATION: Curriculum: Determine curricular objectives and alignment to district curriculum and identify possible decision points for reflection Instruction: Note instructional practices used and identify possible Decision Points for reflection Instruction: Orientation of student to the work [IF TIME]: “Walk the Walls” for more curricular and instructional decisions Safety and Facilities: Happens naturally

ORIENTATION & CURRICULUM: STEP ONE: ORIENTATION Specify orientation of students to their work when you walk in the room STEP TWO: CURRICULUM DECISION POINTS Derives the curriculum objectives content being taught (knowledge, skill, concept, process) Compare observed curriculum objective to any objectives listed or stated curriculum for congruence, if present Compare taught curriculum to district curriculum for alignment

INSTRUCTIONAL DECISIONS: Observe for subject specific effective teaching practices Identify strategies being used on specific school/district focus, differentiation, writing, inquiry e.g. technology integration Look for instructional decisions rather than a particular checklist of skills

FROM DECISION TO PRACTICE: TEACHER DECISION TEACHING PRACTICE Volunteer participation Strategies for calling on students Students working in groups How groups are formed, assignments

WALK THE WALLS: Specify other curricular objectives and instructional teaching practices observed via artifacts on walls, charts, chalkboard, centers, portfolios, etc. What do the walls say? Can you tell what is important in this classroom, what is being learned?

REMEMBER… Look for DECISION POINTS of the teacher Select possible follow-up conversation areas that might stretch the teacher Not strengths & weaknesses Purpose—to start them on a journey, to plant a seed

WHAT ARE YOUR QUESTIONS & THOUGHTS?

REFLECTION At table, select a classroom and select one of the decisions observed Name the related teaching practice(s) Record on chart paper the decision and then the teaching practice Be prepared to report examples and what you learned