Using Walkthroughs to Guide Reflective Practice J. Barr USD259 K. LaMunyon USD266 M. Meyer CDOWK D. SanRomani USD268 A. Sharshel USD259 S. Tice USD266 Introduce yourself and district alphabetically Advised by Dr. Eric Freeman

introduction Walkthrough feedback from administrators should provide opportunities for self-reflection that would influence teachers’ current practice. Domer Middle School, USD 259 27 survey responses in 6-8 4 focus groups probed survey findings Amanda Describe a walkthrough vs. a formal observation (non-evaluative, short) Case study done of the walkthrough procedures at Domer Middle School (not the norm when compared to other building walkthrough procedures)

Problem statement Wichita School District USD259 has implemented a positive behavior support system called CHAMPS CHAMPS emphasizes three positive interactions for every one corrective interaction Administrative walkthroughs are used to gather data on 3-to-1 ratios Feedback from walkthroughs may not be consistently provided or may not be given in a way that promotes reflection Amanda CHAMPS – positive behavior support by Randy Sprick with Safe and Civil Schools. Focuses on the structure and management of classroom environments and interactions. Relationships between students/staff are not as strong as they could be so the walkthrough gathers information on what is currently happening and how rapport could be strengthened through a chance in practice

Literature Review The role of feedback on self-reflection The authors of The Three-Minute Classroom Walk-Through suggest that it is best practice for walkthroughs to be focused with timely reflective feedback tools Walkthroughs “focus on areas where teachers and site leaders have ample professional development opportunities and support to implement changes…for larger improvement efforts" (David, 2008, p. 82) As a reflection of a positive classroom environment, the 3-to-1 ratio is a relevant focus of a walkthrough. Darrin Very little empirical research done on this topic Explain the Three Minute Classroom Walk-Through and the significance of it

Literature Review forms of feedback received Reflective questions Shared inquiry Conversations between teachers and administrators Reflective feedback is essential to a successful walkthrough. Without it teachers are left waiting for a response to what was observed which contributes to a communication breakdown Darrin Types of possible feedback Explain shared inquiry – shared between whom? (observer/observed) implies that there is an agreed upon focus

Literature Review how does feedback increase dialogue between teachers and administrators Walkthroughs determine how well teachers are implementing the program or set of practices the district or school has adopted Administrators who give timely feedback provide teachers an opportunity to engage in reflective inquiry The process of reflection will guide teachers toward examining areas in their practice that could benefit from further development Darrin Bullet 1: conversations could be had between them about whether things are being implemented with fidelity instead of just “going through the motions” – there is no wasted time, it’s purposeful Bullet 2: If you wait too long reflection may never occur

Research questions What kinds of feedback are teachers currently receiving from administrative walkthroughs? Does feedback from walkthroughs enable teachers to reflect on their use of 3-to-1 positive to corrective ratio in order to establish stronger rapport with students? How does feedback from walkthroughs increase meaningful dialogue among teachers and administrators in regard to positive interaction strategies? Mike Bullet 1: can say what the possibilities were from the survey

Research design Surveyed 6th-8th grade educators (Domer Middle School) Invited 42 teachers to participate 27 responded Response rate of 66% Provided via professional development time or email 11 questions (SurveyMonkey) Follow up focus groups (4 groups) 4-7 volunteer participants in each group 30-40 minutes duration Audiotaped and transcribed Mike

Survey findings Kinds of feedback received on the use of 3-to-1 positive to corrective interactions: 85.2% received numerical feedback 77.8% received written comments 3.7% received verbal comments Sonya Numerical feedback: ratio Written comments: example (observational notes and reflective questions) Verbal comments: observer actually spoke with teacher directly following the walkthrough

Survey findings Frequency of observational feedback from 3-to-1 walkthroughs: 66.7% received feedback every time 18.5% received feedback frequently 11.1% received feedback 50% of the time 3.7% received feedback infrequently Sonya Feedback in some form

Survey findings Frequency of discussions with their observer following a 3-to-1 walkthrough: 55.6% infrequently had discussions 44.4% never had follow-up discussions Degree of meaningful discussions that occurred between the respondents and their observers after receiving feedback: 9.5 % very meaningful 42.9% somewhat meaningful 28.6 % neither meaningful nor meaningless 9.5 % somewhat meaningless 9.5% very meaningless Sonya Half of the half that infrequently had discussions thought the discussion was somewhat meaningful

Focus Group Findings No connection between 3-to-1 ratio and comments Further professional development needed Administrative presence valued Feedback prompted reflection Karen

Implications of Findings Walkthroughs and reflective questions focused solely on the 3-to-1 ratio would help strengthen the connection between the feedback and teacher interactions with students Misconceptions about the purpose of the walkthroughs and how the 3-to-1 ratios are measured could be resolved with additional professional learning Jeremy Explain the difference in walkthroughs here

Implications of Findings Data presented in a more meaningful way with time for analysis could lead to more insightful individual and collaborative reflection Quality walkthroughs were respected and requested by teachers as opposed to drive-thru observations However, teachers want walkthroughs to be of sufficient duration so that observers obtain a true picture of the learning environment Jeremy

Questions?

Citations David, J. (2008). What research says about classroom walkthroughs. Educational Leadership, 65(4), 81-82. Downey, C.J., Steffey, B.E., English, F.W., Frase L.E.. & Poston, W.K. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousands Oaks, CA: Corwin Press.