1 / 5

The Three-Minute Classroom Walk-Through

The Three-Minute Classroom Walk-Through. Changing School Supervisory Practice One Teacher at a Time. Key Ideas. Short, focused, yet formal observation Possible area for reflection Curriculum as well as instructional focus Follow-up occurs only on occasion and not after every visit

dezso
Télécharger la présentation

The Three-Minute Classroom Walk-Through

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Three-Minute Classroom Walk-Through Changing School Supervisory Practice One Teacher at a Time

  2. Key Ideas • Short, focused, yet formal observation • Possible area for reflection • Curriculum as well as instructional focus • Follow-up occurs only on occasion and not after every visit • Informal and collaborative

  3. Informal 2-3 minutes Brief gathering of data to look for teacher decisions Walk-through time is throughout the day and unannounced No checklist of teaching practices to look for Focus on curricular and instructional decision points of the teacher Nothing put into personnel file Focus on professional growth Ultimately leads to reflective conversation Coaching focus Basics

  4. Direct Indirect Collaborative Compliments and suggestions for improvement Allow teacher to reflect, then use follow-up questions Use reflective questions which focus on practice, not the lesson Types of Feedback

  5. In Summary • Administrators should be in the classrooms more often, and for shorter periods of time • Reflective questioning should take place at the convenience of both parties • This is a way to enhance practice of teachers who are already proficient - to move them to the next level • Upon the agreement of both the building administrator and the staff member, this informal process could be used in place of the formal evaluation process

More Related