1. “The moment you stop learning, you stop leading.” Rick Warren

4.  www.youtube.com/watch?v=YYnSKwaQxW M

5. 1. “Surprise”attack 2. “… judge you and make us feel superior” 3. Lacking knowledge about the curriculum 4. “Teachers should give answers, not ask questions” 5. Clearly out of touch

6. 1. Remained calm, confident, and professional 2. Referenced best practices 3. Pointed out that Mr. Thompson’s comments did not align with research- based strategies 4. Welcomed the observation 5. Based all explanations on logical reasoning without becoming defensive

7. “Performing a learning walk [instructional walk-through)] is a step that should be informed by an understanding of what constitutes quality instruction.” Wagner, et al, 2006

8. .” “... the higher the level of response and follow-up [by the supervisor], the higher the staff rated their supervisor’s effectiveness Crane, 2002

9. Student Achievement Teacher Effectiveness Instructional Leadership Walk-Throughs

10. Instructional leadership is, perhaps, the single most important role for principals to play when increased achievement is the goal. NAESP’s Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do.

11.  Improve instructional outcomes  Strengthen instructional leadership become “more” visiblebecome “more” supportive become “more” engagedbecome “more” knowledgeable  Reinforce recent training  Support the coaching process

12.  https://youtu.be/tAz7TD02ytU

14. Directions: Assign a reporter for the group Review the walk-through focus area Watch observation video Discuss feedback comments at your table Share out with the group

15. Table Group 1STUDENT ENGAGEMENT Promotes active learning and maintains interest Uses a variety of research-based strategies Uses technology to enhance student learning Table Group 2RIGOR AND RELEVANCE Maximizes instructional time Provides academic rigor, encourages critical thinking, and pushes students to achieve goals Communicates high, yet attainable expectations Table Group 3POSITIVE LEARNING ENVIRONMENT Promotes a climate of trust, honesty, and teamwork in the classroom Arranges the classroom materials and resources to facilitate group and individual activities Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately Table Group 4Assessment For and Of Learning Checks for understanding Teaches students how to self-assess Uses assessment strategies that are appropriate for the developmental needs of the students Table Group 5INSTRUCTIONAL STRATEGIES Differentiates the content, process, product, and learning environment to meet the individual needs of the students Uses flexible grouping strategies Builds upon students’ existing knowledge Develops higher-order thinking skills through questioning and problem solving activities

16.  https://youtu.be/QxLFTvodBBI

17.  Scheduled meetings  Unscheduled meetings  Deadlines  Student discipline  Parent demands  Returning phone calls/replying to emails

18.  Place classroom walk-throughs on your calendar  Have your secretary protect your “walk-through” time  Have a SMART goal focused on walk-throughs  Develop a daily schedule for the Admin Team  Create an agenda item for weekly meetings to discuss walk-throughs

19. weeks 75%92%75%83%

20. 9-3010-310-410-510-610-710-1010-1110-12 Principal Vice Principal Academic Coach 10-1310-1410-1810-1910-2010-2110-2410-2510-26 Principal Vice Principal Academic Coach 10-2710-2810-3111-111-211-311-411-711-8 Principal Vice Principal Academic Coach K-1 2-3 2-3 4-5

21.  Ask teachers what would they need from the walk-through  Defuse teacher anxiety  Use coaching/supportive strategy  Ask for their feedback on the process  ALWAYS provide immediate FEEDBACK after a walk-through

22. Distinguish the difference:  Observation  informal  collaborative  formative  Evaluation  formal  required  summative

23.  Are the students engaged/collaborating?  Is the teacher facilitating?

24.  “Are teachers providing explicit, well organized and engaging whole-group instruction?”  “Is small-group instruction differentiated appropriately by student need?”  “While the teacher is teaching a small group of students, are the other students involved in independent learning activities that are appropriate and engaging?” Torgeson, et al, 2007

25.  Purpose : Teacher intentionally plans & instructs for student achievement of essential learning  Rigor : Each learner is appropriately challenged as the teacher moves students to higher levels of achievement  Engagement : Teacher & student actively participate in the learning & are focused on the lesson  Results : The intended learning is achieved Fielding, Kerr & Rosier, 2007

26.  transitions into and out of instructional time  readiness to teach (materials prepared/organized)  appropriate instructional pacing  management of student behavior  student opportunities to respond  appropriate student placement in groups  instructional modeling/practice/feedback  effective use of correction procedures  positive feedback and other motivational procedures

27.  Give feedback  positive (for encouragement)  developmental (reflection for growth)  Make suggestions  model lessons  observation of master teacher  Share an idea/insight  include what, why, when, and how  recommended professional development

28.  Make a commitment to increase your visibility as an instructional leader.  Set a goal & track your progress.  Walk-throughs = more visibility, better involvement, stronger instructional leadership AND ensures teaching/learning at a higher level

29. Bueller Roll Call Video

31.  Crane, Thomas G. 2002. The Heart of Coaching, 3d ed. San Diego: FTA.  Fielding, L., Kerr, N. & Rosier, P. (2007). Annual Growth for All Students, Catch-up Growth for Those Who Are Behind. Kennewick, WA: New Foundation Press.  National Association of Elementary School Principals (2001). Leading Learning Communities: Standards for what principals should know and be able to do. Alexandria, VA: Author. Retrieved October, 2006 from http://www.naesp.org/client_files/LLC-Exec-Sum.pdf. http://www.naesp.org/client_files/LLC-Exec-Sum.pdf  Torgeson, J., Houston, D., Rissman, L & Kosanovich, M. (2007). Teaching All Students to Read in Elementary School: A Guide for Principals. Portsmouth, NH: Center on Instruction.  Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.