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.October/November

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0

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

Classroom Walkthrough 3.0

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

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0 Focus on Instruction Look Fors in this category: Identify the instructional practices Identify student grouping format(s) Identify research-based instructional strategies

Classroom Walkthrough 3.0 Focus on the Learner Look Fors in this category: Identify student actions Identify instructional materials Determine the level(s) of student work Determine level of class engagement

Classroom Walkthrough 3.0 Focus on Classroom Environment Look Fors in this category: Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective

Classroom Walkthrough 3.0 Focus on the Needs of All Learners Look Fors in this category: Response to specific student learning needs through differentiation in content, process, product, learning environment

Classroom Walkthrough 3.0

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

Classroom Walkthrough 3.0

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).

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0 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

Classroom Walkthrough 3.0

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

Classroom Walkthrough 3.0

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

Classroom Walkthrough 3.0 Anytime instruction is taking place Goal: Every classroom Every week When Are Classroom Walkthroughs Conducted?

Classroom Walkthrough 3.0 CWT Signal My signal to let you know I am doing a classroom walkthrough is…

Classroom Walkthrough 3.0 Length of a Classroom Walkthrough A classroom walkthrough should last no more than 4 to 7 minutes

Classroom Walkthrough 3.0 Sample Walk #1

Classroom Walkthrough 3.0 Sample Walk # 2

Classroom Walkthrough 3.0 Sample Walk # 3

Classroom Walkthrough 3.0 Reflection Take a few minutes to consider the following: How can classroom walkthroughs support instructional improvement and enhanced student achievement in our building?