“Sharing What Works With Colleagues”

1. “Sharing What Works With Colleagues” Using walk-throughs in Chambersburg Area School District.

2. Key Terms • Walk-Through: A short 3-5 minute visit to gather data on what the students are doing in the classroom. • Methodology: A category of “look fors” during the visit, focused on aspects of curriculum and instruction.

3. Purpose of Walk-Throughs in CASD • Improve instruction and learning. • Develop common language for teaching and learning. • Improve instruction and learning through reflection and analysis of data. • Provide a clear picture of what is happening in the classroom. • Highlight professional development needs.

4. Ultimate Goals of Walk-Through with Reflective Dialogue • Reflective, self-directed, self-analytical, interdependent teachers. • Teachers who are continually willing to improve their teaching practices. • Teachers who are committed to teaching the district curriculum and to working for even higher student achievement.

5. Key Ideas • To give teachers a reflective question to ponder, teachers choose to discuss further. Answers are for the teacher, not the administrator. • To change the hierarchical structure – facilitate independence rather than dependence. • Not to identify strengths and weaknesses (no judgment or praise).

6. Gathering data on key elements of curriculum and instruction – broad picture of the classroom • Purpose of the lesson. • Standards and benchmarks. • High level questioning. • Instructional strategy. • Student engagement level. • Evidence of student work to standards.

7. Focus is on reflection – promotes continuous learning ethic… ONGOING SELF ANALYSIS SEARCH FOR RESEARCHED PRACTICES PROFESSIONAL GROWTH TARGETS FOR IMPROVING PRACTICE

8. Reflective questioning • Posed orally; not written. • Teacher is the decision maker. • Is asked in a non-judgmental or neutral manner. • Is positive. • Honors what was observed while including other examples. • References the impact on student learning (e.g., to move students forward…). • Has value to the teacher.

9. Covey (1989) Stages of Dependency Type of Dialogue Interaction Berne’s (1963) Transactional Analysis Relationship Reflective Collaboration (Downey) Indirect (Costa) Direct (Hunter) Supervisor/Employee Connection Interdependent Adult-Adult Independent Adult-Adolescent Dependent Adult-Child

10. Approaches to follow-up Direct Supervisor/coach: • Gives feedback to teacher. Indirect Supervisor/coach invites teacher to: • Reflect on the short segment of observed lesson. • Follow up on those teaching practices that the teacher brings up. • Finish the conversation with a reflective question. Interdependent Supervisor/coach: • Poses reflective question in a conversation. • Engages in further dialogue.

11. Changes of Professional Practice

12. THE CHANGE PUZZLE (P. Senge) Skills Resources Results Action Plan Trust Change Vision Skills Resources Results Action Plan Trust Vision Sabotage Skills Resources Results Action Plan Trust Vision Confusion Skills Action Plan Skills Resources Results Trust Vision Anxiety Resources Skills Resources Results Action Plan Trust Anger Vision Payoff Skills Resources Payoff Action Plan Sporadic Change Trust Vision Action Plan Skills Resources Results Action Plan False Starts Trust Vision

13. CASD District Support for Buildings • Share walk-throughs with Staff Spring and Summer of 2009 • Administrator Practice ( Now through June 2009). • Development of focus areas for walk-throughs (Spring / Summer 2009). • Share Methodologies with appropriate staff (Fall of 2009). • Data Gathering Begins Fall of 2009 • Data will be shared monthly or quarterly with buildings, grade levels and departments. (Remember no teacher names will be in the data this year.)

14. Methodologies being developed • Power Teaching Grades 3-8 • Reading Apprenticeship Grades 6-12 • Co-Teaching All • Kid-Writing K-1 • Literacy Block K-5 • Inquiry Based Instruction All • Math Based Instruction All • ESL All • Differentiated Instruction All