Chapter 1: Defining Teacher Leadership in Classroom Walkthroughs
Chapter 2: A School Culture to Support Walkthroughs
Chapter 3: Components of Successful Walkthroughs
Chapter 4: Strategies for Getting Teachers Involved
Chapter 5: Additional Issues to Address
Chapter 6: Concluding Thoughts
Appendix A: Featured Schools and Demographics
Appendix B: Study Questions for Schools with Teacher Walkthroughs
Appendix C: Teacher Survey on Classroom Walkthroughs
Appendix D: Walkthrough Models
Appendix E: Sources of Focus/Look-fors and Observation Focus Areas
Appendix F: Examples of Walkthrough Observation Forms
Appendix G: Common Core Walkthrough Observation Forms
Appendix H: Teacher Walkthrough in Action
Appendix I: Evaluation of School/District Walkthroughs
About the Authors
Engaging Teachers in Classroom Walkthroughsby Donald S. Kachur, Judith A. Stout, Claudia L. Edwards
Pub. Date: 07/28/2013
Publisher: Association for Supervision & Curriculum Development
Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process. Drawing from their study of 40 schools in the United States and Canada, the authors show how administrators and teacher leaders moved teachers from resisting to/i>
Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process. Drawing from their study of 40 schools in the United States and Canada, the authors show how administrators and teacher leaders moved teachers from resisting to embracing the practice. Readers will learn how to
* Foster a school culture that supports walkthroughs.
* Implement the components of successful walkthroughs, such as focus and "look-fors," data collection methods, and meaningful follow-up strategies.
* Get all teachers involved and actively participating.
* Evaluate the walkthrough process and measure its effectiveness.
* Use walkthroughs to support professional development related to the Common Core State Standards.
This book demonstrates that when teachers learn from one another in a cycle of continuous professional growththrough observation, shared inquiry, dialogue, and follow-upthey develop a sense of collegiality and a common mission. By opening their doors to their peers, they also contribute to broader school improvement efforts that positively affect teaching and learning throughout the school.
- Association for Supervision & Curriculum Development
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