Classroom Walkthroughs To Improve Teaching and Learning

by Judy Stout, Donald Kachur, Claudia Edwards

Overview

This book demonstrates the many ways classroom walkthroughs can be used for continuous, systemic, long-range school improvement. Woven throughout the book are eighteen different models of walkthroughs that have been successfully implemented in schools across the country.

An effective tool for improving teaching and learning, this book demonstrates that there is no "one-size-fits-all" walkthrough model. It shows you how to use classroom walkthroughs to meet the specific needs of your school.

Product Details

ISBN-13:	9781596671331
Publisher:	Taylor & Francis
Publication date:	11/12/2009
Pages:	192
Product dimensions:	6.90(w) x 10.00(h) x 0.50(d)

About the Author

Donald S. Kachur is Professor Emeritus of Education from the Department of Curriculum and Instruction in the College of Education at Illinois State University, Normal, Illinois. He subsequently served from 2001-2008 as the full-time Executive Director of the Illinois Association for Supervision and Curriculum Development (Illinois ASCD). Don is a workshop trainer for the Illinois Administrators Academy, the Illinois Principals Association, and the Illinois Association of School Administrators. In the business realm, he served as an executive consultant at State Farm Corporate and Part Icipated in the delivery of State Farm Advanced Management Seminars. In addition, Don served as a certified trainer with Motorola, Inc. for their Leadership Development Institutes for school superintendents and Executive Leadership Institutes for school principals. He has published in the NASSP Bulletin (National Association of Secondary School Principals), Phi Delta Kappan, Kappa Delta Pi Record, Journal of Teacher Education, and The Clearing House. He is an active member of the Association for Supervision and Curriculum Development (ASCD), for which he serves on its 18-member board of directors (2007-2010). He is also an active member of the National Staff Development Council, Phi Delta Kappa, and the International Association of Facilitators. He holds his B.S., M.S., and Ed.D. degrees in education from Indiana University, Bloomington, Indiana., Judith A. Stout is a retired school district administrator and an independent consultant. Judy earned her B.A. from Mercer University, Macon, Georgia and her M.Ed. and Ed.D. from the University of Oklahoma, Norman, Oklahoma. She retired in 2005 with 19 years of educational experience in Lawton Pubic Schools, Lawton, Oklahoma, and nine years in Colorado districts. Her career in Lawton included elementary classroom teacher, teacher of gifted/talented students, staff developer, elementary assistant principal, and elementary principal. After moving to Colorado, Judy was the Director of Elementary Education for Boulder Valley Schools in Boulder, Colorado, for five years and the Director of Leadership in Adams County School District 14, Commerce City, Colorado, for four years before retiring. She has continued to do work in Adams 14 in the areas of preschool supervision and teacher evaluation. Throughout her career, Judy was and continues to be passionate about professional development. She was on the team that developed the walkthrough model used in Adams 14. Judy has published in Educational Leadership and the Oklahoma Middle Level Education Journal and has presented at national professional meetings and local district staff development meetings. Her professional association memberships include Phi Delta Kappa, Association for Supervision and Curriculum Development, National Association of Elementary Principals, and numerous local organizations. Claudia L. Edwards is an independent educational consultant and Graduate Advisor, School of Education and Behavioral Sciences at Cameron University in Lawton, Oklahoma. She earned her B.S. and M.Ed. from Cameron University. She retired in 2002 after twenty-nine years of teaching in the Oklahoma public school system. Her teaching experience ranges from kindergarten through college. As a secondary teacher, Claudia developed a transition program for middle school entry-level students. She also helped create a Saturday program for at-risk students and was the district co-trainer for cooperative learning. During her teaching career, she was an assessor for the National Board for Professional Teaching Standards, served on a variety of school and district-wide committees, supervised entry-year teachers and served as a mentor for student interns. Claudia has presented at numerous state and national conferences. She is also a certified instructor for Structure of Intellect and has co-authored articles for Educational Leadership and Oklahoma Middle Level Education Association Journal. Claudia is a member of Phi Delta Kappa, Association for Supervision and Curriculum Development, and the National Staff Development Council.

Table of Contents

Acknowledgments ix

Meet the Authors xiii

Preface x

1 Introduction to the Classroom Walkthrough as a Tool 1

Defining Classroom Walkthroughs 2

A Bit of History 3

Increasing Interest in Classroom Walkthroughs 6

Benefits of Conducting Classroom Walkthroughs 7

Instructional Leadership 9

Testimonies on Classroom Walkthroughs 10

In Summary 13

2 Research About Classroom Walkthroughs 15

Research on Instructional Leadership 16

Case Studies and Action Research 18

Perceptual Studies 19

Research on Professional Learning Communities 21

Research on Adult Learning 23

In Summary 25

3 Purposes of Classroom Walkthroughs 27

School Leaders Citing Purposes of Walkthroughs 28

Walkthrough Models and Purposes 30

Models Based on Research as a Foundation 31

Models for Understanding Results of Instructional and Curricular Practices 32

Models That Focus on Student Performance and Opportunities 36

In Summary 39

4 Involving Teachers in Classroom Walkthroughs 41

Voices from the Field 42

How Different Models Involve Teachers 44

In Summary 50

5 Walkthrough Participants and Training 51

Who Participates in Walkthroughs 52

Walkthrough Models Requiring Formal Training 54

Walkthrough Models Not Requiring Formal Training 60

In Summary 62

6 Classroom Walkthrough Protocols 65

Guidelines for Walkthroughs 65

Number of Observers in a Classroom 66

Length and Frequency of Walkthroughs 67

Announced Versus Unannounced Walkthroughs 69

Data Recording and Follow-up 71

Other Walkthrough Protocols 72

In Summary 74

7 Data Gathered During Classroom Walkthroughs 75

Moving from a Focus Question to Look-Fors 76

Models Based on Research as a Foundation 77

Models That Focus on Instructional and Curricular Practices 79

Models That Focus on Student Performance and Opportunities 84

In Summary 88

8 Recording Data from Classroom Walkthroughs 91

Recording Forms 91

Narrative Forms 92

Checklist Forms 98

Combination Forms 99

Software Tools for Walkthroughs 106

In Summary 110

9 Providing Follow up on Classroom Walkthroughs 113

Follow-up with Individual Teachers 113

Group Follow-up 116

In Summary 122

10 Additional Factors to Consider about Classroom Walkthroughs 123

Naming the Process 123

Teacher Union Issues 125

Building Trust for Walkthroughs to Succeed 127

The Reluctant Teacher and Walkthroughs 127

Managing Time to Conduct Walkthroughs 129

Evaluating the Walkthroughs Protocol 130

Steps in Getting Started 132

In Summary 132

Final Thoughts 133

Appendix A Classroom Walkthrough Model Executive Summaries/Contacts 135

Appendix B Classroom Walkthrough Models MATRIX 145

Appendix C Planning Template: Classroom Walkthroughs in your School/District 157

Appendix D Learning Walk Newsletter 159

Appendix E Walkthrough Feedback Letter 161

References 163