The Three-Minute Classroom Walk-Through

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Overview

Change to a supervision method that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

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Editorial Reviews

Edward Chevallier
"The book is easy to read and easy to understand. The information is practical and provides an excellent resource for administrators who are truly interested in improving instruction. "
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Product Details

  • ISBN-13: 9780761929666
  • Publisher: SAGE Publications
  • Publication date: 5/1/2004
  • Series: 1-Off Series
  • Pages: 220
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.56 (d)

Meet the Author

Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her Ph D from Arizona State University.

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and Ed D from the University of Pittsburgh.

Fenwick W. English is currently the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. Formerly he served as a program coordinator, department chair, dean, and vice-chancellor of academic affairs, the latter two positions in the Purdue University system at Fort Wayne, Indiana. As a K-12 practitioner, he has been twice a superintendent of schools in New York, an assistant superintendent of schools in Florida, and a middle school principal in California. He also served as an associate executive director of AASA, and as a curriculum consultant to NASSP. He also served on the UCEA Executive Committee and was president of UCEA 2006-07. He is the author or co-author of over 25 books in education.

Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his Ed D at Arizona State University.

Learn more about William Poston's PD offerings

William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy—the licensure program for school business managers in Iowa—for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.

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Table of Contents

Preface
About the Authors
Dedication
1. Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach
What is the Downey Walk-Through?
Why Walk-Throughs?
The Evolution of the Downey Walk-Through Process
2. Conducting the Walk-Through Observation: A Five-Step Process
The Five-Step Observation Structure
Step 1: Student Orientation to Work
Step 2: Curricular Decision Points
Step 3: Instructional Decision Points
Step 4: "Walk the Walls" - Curricular and Instructional Decisions
Step 5: Safety and Health Issues
3. Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation
How Do We Provide Direct Feedback?
The Note
A Better Approach-Discussion
Direct Feedback Statement and Conversation
How Do We Provide Indirect Opportunities for Reflective Inquiry?
How Do We Ask Reflective Questions and Carry On the Conversation?
How Do We Ask Reflective Questions and Carry On the Conversation?
The Reflective Conversation
4. Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-
Through
The Novice/Apprentice
The Professional Teacher
The Expert Teacher
Limitations of the Taxonomy
5. Establishing Logistical Procedures for Implementing the Walk-Through Process
Finding the Time
Preparing Staff, Students, and Parents
Record Keeping
Board Policy to Support Walk-Throughs
6. Cultivating the Culture: Effectuating Change that Works
Lessons Learned About Change in Educational Cultures
Challenges and Barriers to Change
Deciding When to Intervene: The Marginal Teacher
Examples of Successful Implementation: Making the Walk-Through Process Work
Salinas Union High School District, California
Norman Public Schools, Norman, Oklahoma
Durham and Simco County School Boards, Ontario, Canada
Napa Valley Schools, Napa Valley, California
Shawnee Mission School District, Shawnee Mission, Kansas
Columbia-Brazoria Independent School District, Texas
San Leandro Unified School District, California
San Benito County, California, County Office of Education
Cultivating the Culture: A Final Word
7. Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
Early History
Developmental Supervision and Mentoring
The Teacher as an Adult Learner
Promoting Development
8. Determining Whether Walk-Throughs Are the Right Stuff
Background and History of Management by Wandering Around
Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation?
The MBWA Research Results
The Walk-Through with Reflective Question Research
9. Understanding the Walk-Through as a Discursive Practice
Examining the Dimensions of the Walk-Through
Changing the Discursive Practice of "Corrective" Supervision
Some Issues With the Model
A Pause to Consider Your Specific Situation
Troubleshooting Problems with the Downey Walk-Through
10. Linking the Walk-Through Process to a Model of Teacher Growth
Walk-Throughs and the Teacher Growth Model
The Model
Transformative Learning as it Relates to the Model
Organizational Learning and Transformation
Providing Feedback Conversation for Growth
Index

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