Classroom Walk-Through with Reflective Practice Follow-up Session

1. Classroom Walk-Throughwith Reflective Practice Follow-up Session Diocese of Allentown Based upon research and materials from Teachscape, Phoenix, AZ and Carolyn J. Downey

2. The Courage to Teach Parker J. Palmer “If we want to grow in our practice, we have two primary places to go: to the inner ground from which good teaching comes and to the community of fellow teachers from whom we can learn about ourselves and our craft.”

3. Knowing and the Sacred “I believe that knowing, teaching, and learning are grounded in sacred soil and that renewing my vocation as a teacher requires cultivating a sense of the sacred.”

4. Rules of Engagement • Respect. • Minimize interruptions/distractions to self and others. • Maintain confidentiality of observations. • Participate. • Talk is accountable for content and process. • Ask questions. • Critique ideas, not individuals. • Begin and end all sessions on time.

5. Table Responsibilities • Facilitator • Keeps group on task. • Ensures that group members have opportunity to participate and offer ideas. • Monitors for talk that is accountable to content and process. • Timekeeper • Monitors movement of group for CWTs. • Reminds group of time during group activities. • Recorders • Writes key ideas/responses. • Reporters • Synthesizes key ideas and summarizes them for whole group.

6. Objectives • Review growth in CWT • Revise CWT to better meet school needs • Align CWT with instructional analysis • Promote deep alignment with curriculum • Design professional development programs

7. Growth in CWT Review growth in CWT

8. CWT Experiences • What were the successful experiences? • What challenges were encountered? • Did any patterns emerge?

9. Responses • Successful • Learned about each teacher and each class • Enabled us to see a lot in a little time • Another avenue of awareness of what is happening in each grade/classroom • Made me more aware of what to look for when entering a classroom and to maximize my time there • Got me into the rooms more often • All visits seemed less formal • Helped me focus on specific strategies so I can determine what areas might need to be addressed for future inservice planning • Students saw principal as another educator in the room • Teachers are getting used to displaying objective for each subject taught throughout the day

10. Responses • Challenging • Time for visits • Length of visits • Classroom doors are in front of room – creates disturbance • Number of components • Reflective prompt • Comfort with procedure – administrator and teacher

11. Revising CWT Process Revise CWT to better meet school needs

12. Which Are You?

13. Classroom Walk-Through Model Six Steps Step 1:Snapshot of Teaching and Learning Step 2:Identification of Instructional Strategies Step 3:Level of Learner Engagement Step 4:Survey of the Learning Environment After the Walk… Step 5:Analysis of Information Collected Step 6:Reflection with Teacher

14. Step 1: Snapshot of Teaching and Learning T1Teaching Objective and Learning Expectation T2Target (Grade Level Standard) T3Taxonomy (Bloom’s) T4Text and/or Materials

15. Step 2:Identification of Instructional Strategies List of Instructional Strategies Research-Based Strategies Robert Marzano

16. Research-Based StrategiesClassroom Instruction That Works by Robert Marzano, et al (2001) • Identifying similarities and differences • Summarizing and note-taking • Reinforcing effort and providing recognition • Homework and practice • Representing knowledge • Learning groups • Setting objectives and providing feedback • Generating and testing hypotheses • Using questions, cues, and advance organizers

17. Step 3:Learner Engagement • Levels of Learner Engagement • Authentic Engagement • Ritual Engagement • Passive Compliance • Retreatism • Rebellion • Working on the Work by Phillip Schlechty (2002)

18. Step 4:Survey of the Learning Environment • Survey desks, tables, walls, floor, resources, technology. • Learning environment is supportive of learningobjectives.

19. Step 5:Analysis of Information Collected • Check • Alignment of the 4Ts • Review • Instructional Strategies • Learner Engagement • Learning Environment

20. Step 6: Reflection It isn’t expected that you will give a reflective prompt after every CWT. In fact, it most likely isn’t even possible. Expect togive a reflective prompt for 50% of CWTs.

21. Classroom Walk-Through Model Review of Six Steps always Step 2: Snapshot of Teaching and Learning Step 3: Identification of Instructional Strategies Step 1: Level of Learner Engagement periodically Step 4: Survey of the Learning Environment Step 5: Analysis of Information Collected Step 6: Reflection with Teacher

22. CWT • Use CWT card. • Spend 4 minutes in classroom. • Complete group analysis of CWT.

23. Analysis of CWT • Group analysis • Learner Engagement • Teaching and Learning • Instructional Strategy • Learning Environment • List analysis on chart paper. • Report results to whole group.

24. Debrief CWT • LE Was learner engagement evident? Link to T4 and IS. • T1 Was the objective evident? What was the objective? The learner will know _____ and/or be able to do _____. How did you determine T1? • T2 Was the objective appropriately calibrated? How did you determine T2? • T3 At what level of Bloom’s Taxonomy were students functioning? What verbs indicated the level? • T4 What text/materials were used? • IS What instructional strategy was evident? Circle high- yield strategies. • SLE Was the learning environment supportive of objective? Was grade level work evident?

25. REFLECTIVE PRACTICE STAGES OF IMPLEMENTATION Schoolwide Reflection Partner and Small Group Reflection Individual Reflection Adapted from Reflective Practice to Improve Schools York-Barr, Sommers, Ghere, Montie (2001)

26. Criteria for Effective Reflective Prompt • Single focus • Non-judgmental language • Open-ended • Present or future tense • Invitation for reflection

27. Curriculum Instruction Another Perspective T1 T2 T3 T4 IS LE SLE

28. CWT monitors curriculum AND instructionon a daily basis.

29. Break - 15 minutes

30. Instructional Analysis Align CWT with instructional analysis

31. How is student achievement data connected to CWT data?

32. Alignment of curriculum, instruction, and assessmentis the highest yield strategy.

33. The alignment of the intended and assessed curriculum sets the brackets, and the instructional delivery system must fit inside those brackets. Learning for All by Larry Lezotte (1997)

34. written Curriculum the Assessment classroom Instruction C I A Elements of Alignment

35. C I A How Do Your Circles Intersect?

36. C I A What would be picture perfect?

37. The issue of instructional alignment rests on one of the best kept secrets in American education: Students do tend to learn those things they are taught. Learning for All by Larry Lezotte (1997)

38. A guaranteed and viable curriculum has the most impact on student achievement. What Works in Schools: Translating Research into Action by Robert J. Marzano ( 2001)

39. Instructional Analysis Tool • Determines if areas of concern are primarily a curriculum issue or an instruction issue. • Provides a picture of curriculum and instruction over a period of time.

40. Instructional Analysis Tool

41. Instructional Analysis Tool 0-34% Curriculum 35-49% Curriculum 50-69% Instruction 70-84% Instruction 85-100% Instruction

42. Guide to Using the Instructional Analysis Tool Plotting scores on IAT • Complete school/subject/grade information. • Using Avg %C Class scores, plot student, class, or grade data. • Complete for each area of focus. • Analyze the IAT chart for each subject area and grade. Look for areas of strength and need.

43. Instructional Analysis Tool 0-34% Trauma 35-49% Caution 50-69% Green to Grow 70-84% Blue Ribbon 85-100% Royalty

44. Instructional Analysis 0-34% OPI Score Curriculum Issue: The curriculum has not been taught or does not exist. Instruction is textbook driven. Recommendation: Align curriculum and instruction. Question: Do we know what to teach and are we teaching it?

45. Instructional Analysis 35-49% OPI Score Curriculum Issue: Curriculum objectives are not fully addressed. Recommendation: Coordinate curriculum objectives and make sure all objectives are taught. Question: Where and when are we teaching what?

46. Instructional Analysis 50-69% OPI Score Curriculum Issue: Instructional strategies are probably dominated by lecturing, whole-group instruction, and direct teaching. Recommendation: Implement high-yield strategies in all classrooms. Question: How are we teaching? What thinking strategies are evident?

47. Instructional Analysis 70-84% OPI Score Curriculum Issue: Amount of time on tasks and the nature of the tasks may require examination. Recommendation: Spend more quality time on instructional strategies to yield greater results. Question: How can we incorporate more/better thinking strategies?

48. Instructional Analysis 85-100% OPI Score Curriculum Issue: Differentiate instruction. Recommendation: Provide aligned enrichment adding breadth and depth to learning. Question: How do we provide aligned enrichment?

49. Correlating CWT and IAT • Identify patterns from CWT data. • Look for consistency between CWT data and IAT results. • In areas where there is consistency, there is support for selecting professional development topics. • In areas where there is not consistency, closer attention must be given to the CWT areas of focus.

50. Bloom’s Taxonomy Promote deep alignment with curriculum