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Welcome to:. Classroom Walk-Through (CWT) Presented by: Todd Wiedemann, Principal Berrien Springs High School Berrien Springs, MI (269) 471-1748. Classroom Walk-Through…. a powerful vehicle to assess effectiveness in curriculum implementation. Classroom Walk-Through….

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  1. Welcome to: Classroom Walk-Through (CWT) Presented by: Todd Wiedemann, Principal Berrien Springs High School Berrien Springs, MI (269) 471-1748

  2. Classroom Walk-Through… a powerful vehicle to assess effectiveness in curriculum implementation.

  3. Classroom Walk-Through… away to talk with teachers about improvement in teaching and learning.

  4. Classroom Walk-Through… a way to better assess curriculum and instructional alignment on a day-to-day basis.

  5. Classroom Walk-Through… a tool to maximize the principal’s time in the classroom.

  6. MBWA (Management By Wandering Around) Peters and Waterman Takes on a new focus…

  7. Where the tenets of SMBWA are practiced, schools have: Higher student achievement across SES and cultural lines (Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; Louis and Miles, 1991; Hallinger and Heck, 1995)

  8. Where the tenets of SMBWA are practiced, schools have: Improved classroom instruction (Teddlie, Kirby, and Springfield, 1989)

  9. Where the tenets of SMBWA are practiced, schools have: Improved student discipline (Blase, 1987; Blase, 1991)

  10. Classroom Walk-Through

  11. Afocused classroom visit for a brief period of time followed by reflection

  12. Goals of CWT • Principal as “Lead Learner” • Frequent Classroom Visits by Principal • Identification of Best Practices/Needs • School Improvement Planning • Professional Development • School-wide Reflective Practice • Increased Student Achievement

  13. Research Adults learn best through reflecting on their experiences. (Costa and Garmston)

  14. Classroom Walk-Through provides structure and practice in… data-gathering curriculum analysis reflective thinking

  15. Classroom Walk-Through . . is sensitive to the busy schedule and demands on a principal’s time

  16. ClassroomWalk-Through should take no more than two to four minutes

  17. Reflective feedback. . . should take NO MORE than two to four minutes

  18. is NOT intended for evaluation purposes Classroom Walk-Through . .

  19. Four Types of Classroom Visits • Visible Presence • Informal Teacher Observation • Formal Teacher Observation • Brief Classroom Walk-Through

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

  21. Step 1: Snapshot of Teaching and Learning T1 Teaching objective and learning expectation T2 Target T3 Taxonomy T4 Text and/or materials

  22. Objective posted with benchmarks listed Objective not posted Play list on board (music) Introduced objectives for tomorrow at end of class Boardwork, Bellwork, Homework posted WhatT1 Might Look Like

  23. Instruction was on target via our curriculum, course level, and/or grade Instruction was not on target via our curriculum, course level, and/or grade What T2 Might Look Like

  24. H Synthesis M Application and H Synthesis L, M or H M Application L Instruction M-Lab H-Report M-H Analysis What T3 Might Look Like

  25. Worksheet Watching video Book/paper board examples Calculator and graph paper Computer and text Handout, formulas and symbols What T4 Might Look Like

  26. Step 2: Identification of Instructional Strategies List observable instructional strategies

  27. Writing/imagery Inquiry/math manipulatives with m&m’s Rehearsal with visual cueing and asking students to listen to each other Individuals or small groups with teacher floating-asking and answering questions Boardwork/visuals congested but available What IS Might Look Like

  28. Step 3: Assessment of Learner Engagement Percentage of students engaged

  29. 80% at start of class 100% 95% 50% many off task 85% Etc. What LE Might Look Like

  30. Step 4: Survey of the Learning Environment • “Walk the walls” …and the desks, tables, floor, resources, technology

  31. Small group work Student work posted Visual, organized, stimulating Clean and organized Colorful, cultural visuals Soft classical music in background High energy Called on kids to help What SLE Might Look Like

  32. Step 5: After the Walk… • Check for alignment of the 4 T’s • -Teaching objective • -Target • -Taxonomy • -Text • Identification of Instructional Strategies • Learner Engagement • Learning Environment

  33. Step 6: Reflection with Teacher… • Reflective practice requires: • A deliberate pause • A purposeful time for a close look at practice • A willingness to be open to other points of view • Consciously processing your thoughts • Gaining new insights and understanding • Action with what has been learned

  34. Step 6: Reflection with Teacher • Four-step process – 4 D’s • Determine one area of focus • Determine type of feedback • Determine how, when, where • Determine prompt

  35. 1. Determine one focus area… • Four T’s • -teaching objective • -target • -taxonomy • -text/materials • Instructional Strategies • Learner Engagement • Learning Environment

  36. 2. Determine type of feedback… • Reflective feedback with prompt • Reflective feedback with limited • response by teacher • Reflective conversation

  37. 3. Determine how, when, where… • Email or face-to-face • Within the first 24 hours • To last no longer than 2-4 minutes • Informal place – hall, classroom, duty area, lunch

  38. 4. Determine prompt… • related to the focus • non-judgmental language • goal is to stimulate thought

  39. Reflection must be purposeful. M.B. Gunter, 2002

  40. Reflection “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up and what you need to do to prepare.” Sommers, 2001

  41. Time Issue What is your primary role responsibility as a principal?

  42. Time Issue • How important is this • role responsibility in relation to • other roles you have in your work? • What is the time ratio?

  43. Where Office area Hallways/Grounds Off campus In classrooms Time Spent 65 % 17% 11% 7% Principal’s Time Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

  44. How much time for CWT’s? Goal: Every Classroom Every 2 Weeks

  45. How much time for CWT’s? • First TWO weeks: (with 40 teachers) • CWT once in each classroom during the two weeks (3 min.) • Analysis of data (4 min.) • Reflective feedback with each teacher (3 min.) • 6.6 hours – 8.3% of 80 hours

  46. How much time for CWT’s? • After practice: (with 40 teachers) • CWT in each classroom every 2 weeks (3 min.) • Analyze data 50% of time (4 min.) • Reflection 50% of time (3 min.) • 4.3 hours – 5.4% of 80 hours

  47. Take the walk of your life…….

  48. If interested in the full CWT training for you and your staff, please contact: Todd Wiedemann, Principal Berrien Springs High School (269) 471-1748 twiedema@remc11.k12.mi.us

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