Overview

1. Monitoring through Walk-ThroughsParticipants are expected to purpose the book: The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice one Teacher at a Time

2. Overview • Instructional Leadership Model • Reading on Walk-Throughs • Protocol / Process • Ladder of Inference • During Classroom Observation • After Walk-Throughs • Making Plans

3. Enduring Understanding(Big Idea to be Applied by You) • Instructional leaders efficiently & effectively collect classroom observation data to inform next steps for improving curriculum & instruction, and supporting teacher growth.

4. Intended Outcomes Participants will… • Increase their knowledge of efficient strategies for effectively collecting classroom observation data • Connect workshop concepts to research-based critical behaviors • Develop an action plan

5. Proposed Norms & Expectations • Stay focused and fully engaged • silence cell phones, close email, no competing projects or other distractions • handle other business later • Participate to grow • monitor your engagement and complete all tasks • Be a learner • create your own meaning and application • Get your needs met • repeat sections as needed • break presentation into chunks to meet your needs

6. ISLLC Standards

7. Instructional LeadershipCore Components are Managed through Key Processes

8. Core Component: • Performance Accountability: Leader holds self and others responsible for realizing high standards of performance for student academic and social learning; there is individual and collective responsibility among the faculty and students.

9. Research-based Critical Behaviors • Instructional leaders allocate time to evaluate faculty for student learning. • Identifies taught curriculum • Identifies instructional strategies • Instructional leaders allocate time to evaluate student learning.

10. Sample Application Focus & Action Plan

11. Reflection • Research-Based Critical Behaviors • Rate your current reality • 5 = highly effective • 3 = effective • 1 = ineffective • List evidence to support rating

12. REFLECTION ON PAST EXPERIENCE Consider the following: • What data have you collected? • How often do you get into classrooms? • What prevents you from being in classrooms more often? • How have you used the data? • What is the nature and frequency of your follow-up with teachers?

13. Guiding Question • How do instructional leaders allocate time to observe faculty? • How do instructional leaders efficiently gather effective evidence of … • rigorous curriculum? • quality instruction? • student engagement?

14. Walk-Throughs Overview • Walk-Throughs are… • A data gathering process • quality data in 3-10 minutes per classroom • A tool to gather concrete evidence • Observable and measurable facts • An aid to monitor teacher performance and focus on agreed-upon priorities • Walk-Throughs are… • Not an evaluation system • Not part of the formal evaluation system

15. Walk Throughs Overview • Narrow focus on … • Rigorous Curriculum • identify content & cognitive level • Quality Instruction • identify instructional strategies • Student Engagement • orientation to the work

16. Classroom Walk Throughs

17. Classroom Walk Throughs • As you read … • Highlight key concepts • Note similarities and differences • Consider the following… • What should you observe during the classroom visit? • What do you write down? • What do you do afterward?

18. Walk Through Process: • Diagnosis of instruction • Identified concrete evidence provides evidentiary support for a conceptual claim • In the classroom - identify concrete evidence of behaviors • Facts you see, hear, & feel • In the office – examine trends and label a conceptual claim

19. Classroom Walk Throughs • Recommended Priorities • Rigorous curriculum • Quality instruction • Student engagement • Other Considerations • Common Core State Standards • May define curriculum or instruction • Teacher Evaluation (pick 1 indicator) • Learning Environment

20. Ladder of Inference

21. Consider the following: • Why it is important to understand The Ladder of Inference while applying Walk Throughs? • Why is it important to test perceptions by checking THE FACTS? • How does “sticking to the facts” make follow-up conversations more credible and palatable?

22. Prepare for a visit • Recommend quadrants on paper Rigorous curriculum Quality Instruction Student Engagement ?Other? • Alternative – use 3x5 cards • Remember: Identify and record ONLY facts relevant your priorities

23. Video: Look Closely! • Video Link: • http://www.youtube.com/watch?v=j8JXlDjJJQU • As you watch the video make notes on your Walk-Though form... • Rigorous curriculum • Quality Instruction • Student Engagement • Other

24. Interpreting the DataUsing the low inference data • Compare the curriculum observed to the Common Core State Standards and consider … • Aligned with content of standard • Aligned with cognitive level • Aligned with context of assessment

25. Interpreting the DataUsing the low inference data • Compare the observe teacher instructional strategies to expectations • Research-based strategies? • Aligned with priorities from your school improvement plan?

26. Interpreting the DataUsing the low inference data • Consider student engagement • How many students were observed to be oriented to the appropriate work? • Any distractions? • Consider other relevant items

27. Communicating Your Claim • What is the trend in the data? • What does the concrete evidence support as a conceptual claim? • What is your conceptual claim? • What is the impact on student learning? • What is your expectation relevant to your conceptual claim? • Describe the gap between the expectation and performance evidence.

28. Follow-up • Determine… • 1 strength/reinforcement claim • 1 improvement/refinement claim • Prepare • Conference after a dozen observations • Short statement with reflective question

29. Establishing the Procedure • Preparing Teaching Staff • How often will you be in classrooms? • How long will each visit be? • What are the priorities or focus for your classroom observations? • How will you provide feedback after each visit (or not at all) • How often will you schedule a follow-up conferences?

30. Establishing the Procedure • Preparing office staff • Why are walk-throughs critical? • Why is your scheduled time critical? • How can office staff protect your time? • What scenarios could be discussed to prepare office staff to handle potential schedule distractions? • What barriers need to be overcome?

31. Establishing the Procedure • Creating your schedule • 1 visit each week (or bi-weekly) • Reflection time (apply the data) • Back-up time chunks • Unscheduled moments

32. More Data to Consider • Research indicates that effective instructional leaders use data from multiple sources: • student results • student work samples • teacher performance data • teacher reaction to the initiative

33. Closure – Guiding Questions • How do instructional leaders allocate time to observe faculty? • How do instructional leaders efficiently gather effective evidence of … • rigorous curriculum? • quality instruction? • student engagement?

34. Closure – Action Plan • Connect concepts shared in this module with the “Research-Based Critical Behaviors” • List at three things per box in the column labeled “Ideas/Strategies”

35. Closure – Action Plan • Next Steps • Additional data? Who? Resources? • Reinforcement • Refinement • Action Plan • Do what? By when? • Impact on Teacher Performance

36. WRAP-UP Thank You! Please complete Participant Feedback