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Classroom Walkthrough for Continuous Improvement: Strengthening Teaching and Learning

Classroom Walkthrough for Continuous Improvement: Strengthening Teaching and Learning. Teacher Orientation. Classroom walkthroughs are. A quick, focused, research-based way to collect data. A way to bring about a focus on best practice every day.

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Classroom Walkthrough for Continuous Improvement: Strengthening Teaching and Learning

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  1. Classroom Walkthrough for Continuous Improvement: Strengthening Teaching and Learning Teacher Orientation

  2. Classroom walkthroughs are . . . A quick, focused, research-based way to collect data. A way to bring about a focus on best practice every day. A way to align curriculum and instruction every day. A way to collect and aggregate data to see at a glance what’s happening in the school. A way to talk with teachers about improvement in the instructional program.

  3. Classroom walkthroughs are NOT . . . For teacher appraisal or evaluation. About individual teachers. Formal observations.

  4. What we’re working toward A guaranteed and viable curriculum is the school-level factor with the most impact on student achievement. R. J. Marzano. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development, page 15.

  5. The CARA cycle An improvement process

  6. Phase I: Collect Data collection look-fors 1 Focus on curriculum 2. Focus on the learners 3. Focus on instruction 4. Focus on the learning environment

  7. 1. Focus on curriculum Look-fors in this category: 1a. Determine the learning objective(s) for the lesson 1b. Determine whether the learning objective(s) are on target for grade-level standards 1c. Determine whether the learning objective(s) are aligned to the specified timeline / scope and sequence 1d. Determine whether the learning objective(s) are evident to the students

  8. 2. Focus on the learners Look-fors in this category: 2a. Identify learning materials 2b. Identify ways students acquire, comprehend, and communicate knowledge of the content 2c. Determine level(s) of student work 2d. Determine level of class engagement

  9. 3. Focus on instruction Look-fors in this category: 3a. Identify instructional practices 3b. Identify grouping format 3c. Identify research-based categories of instructional strategies

  10. 4. Focus on the learning environment Look-fors in this category: • Identify whether—to support attainment of the learning objective— • materials are readily available, • models and/or exemplars of student work are posted, and • routines and procedures are evident.

  11. Using videotape for professional development Some considerations. . . • Keep the focus the focus. • These are real students in real classrooms with real teachers. • We can only see what the camera shows us; assume that what the camera sees is what we see.

  12. Seeing the tool in action Fourth-grade English language arts • Record what you see and hear. • Maintain a talk-free zone.

  13. Seeing the tool in action (video) Fourth-grade English language arts

  14. Seeing the tool in action Fourth-grade English language arts • When asked “What are you learning?” the students said: • Breaking words apart to know what they mean. • Finding parts of the word to tell us what they mean. • Breaking up words to figure out what they mean. • Breaking up words to learn what words mean. • Deciding what words mean by breaking them apart.

  15. Seeing the tool in action Fourth-grade English language arts • 1. Focus on curriculum • 1a. What was the learning objective? How did you determine this? • 1b. What is the grade level/course level of work? Cite the standard. • 1c. Was the learning objective aligned to the specified timeframe? • 1b. Was the learning objective evident to the students? How did you determine this? • 2. Focus on the learners • 2a. What were the instructional materials in use? • 2b. What were the ways students were acquiring and communicating knowledge? • 2c. What were the level(s) of student work? • 2d. What was the level of class engagement? • 3. Focus on instruction • 3. What instructional practices were used? • 3b. What grouping formats did you see? • 3c. Which research-based categories of instructional strategies were used? • 4. Focus on the learning environment • What elements in the classroom environment supported attainment of the learning objective?

  16. Reflecting on the data Underlying assumptions of reflective practice Everyone needs professional growth opportunities. All professionals want to improve. All professionals want to learn. All professionals are capable of assuming responsibility for their own professional growth and development. People need and want information about their performance. Collaboration enriches professional development.

  17. CLASSROOM WALKTHROUGH FORMAL EVALUATION • 4 to 6 minutes • 45 minutes • reflective • evaluative promoting student achievement • real time • summative • program • teacher • many data points • few data points

  18. The CARA cycle An improvement process

  19. Classroom walkthrough Reflect • In what ways can classroom walkthrough data help improve your curriculum and instructional program?

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