1. 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

2. 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)

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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
11 questions (SurveyMonkey)
Follow up focus groups (4 groups)
4-7 volunteer participants in each group
30-40 minutes duration
Audiotaped and transcribed
Mike

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. Questions?

16. Citations
David, J. (2008). What research says about classroom walkthroughs. Educational Leadership, 65(4),
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.