Classroom Walkthrough for Continuous Improvement: Strengthening Teaching and Learning

Teacher Orientation

2010–2011 1

Classroom walkthroughs are . . .

A quick, focused, research-based way to collect data.

A way to bring about a focus on best practice every day.

A way to align curriculum and instruction every day.

A way to collect and aggregate data to see at a glance what’s happening in the school.

A way to talk with teachers about improvement in the instructional program.

2010–2011 2

Classroom walkthroughs are NOT . . .

For teacher appraisal or evaluation.

About individual teachers.

Formal observations.

2010–2011 3

What we’re working toward

A guaranteed and viable curriculum is the school-level factor with the most impact on student achievement.

R. J. Marzano. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development, page 15.

2010–2011 4

The CARA cycleAn improvement process

2010–2011 5

Phase I: CollectData collection look-fors

1 Focus on curriculum

2. Focus on the learners

3. Focus on instruction

4. Focus on the learning environment

2010–2011 6

1. Focus on curriculum

Look-fors in this category:

1a. Determine the learning objective(s) for the lesson

1b. Determine whether the learning objective(s) are on target for grade-level standards

1c. Determine whether the learning objective(s) are aligned to the specified timeline / scope and sequence

1d. Determine whether the learning objective(s) are evident to the students

2010–2011 7

2. Focus on the learnersLook-fors in this category:

2a. Identify learning materials

2b. Identify ways students acquire, comprehend, and communicate knowledge of the content

2c. Determine level(s) of student work

2d. Determine level of class engagement

2010–2011 8

3. Focus on instruction

Look-fors in this category:

3a. Identify instructional practices

3b. Identify grouping format

3c. Identify research-based categories of instructional strategies

2010–2011 9

4. Focus on the learning environment

Look-fors in this category:

Identify whether—to support attainment of the

learning objective—

•materials are readily available,

•models and/or exemplars of student work are

posted, and

•routines and procedures are evident.

2010–2011 10

Using videotape for professional development

Some considerations. . .

Keep the focus the focus.

These are real students in real classrooms with real teachers.

We can only see what the camera shows us; assume that what the camera sees is what we see.

2010–2011 11

Seeing the tool in action

Record what you see and hear.

Maintain a talk-free zone.

Fourth-grade English language arts

2010–2011 12

Seeing the tool in action (video)Fourth-grade English language arts

2010–2011 13

Seeing the tool in actionFourth-grade English language arts

When asked “What are you learning?” the students said:

Breaking words apart to know what they mean.

Finding parts of the word to tell us what they mean.

Breaking up words to figure out what they mean.

Breaking up words to learn what words mean.

Deciding what words mean by breaking them apart.

2010–2011 14

Seeing the tool in action

1. Focus on curriculum

1a. What was the learning objective? How did you determine this?

1b. What is the grade level/course level of work? Cite the standard.

1c. Was the learning objective aligned to the specified timeframe?

1b. Was the learning objective evident to the students? How did you determine this?

2. Focus on the learners

2a. What were the instructional materials in use?

2b. What were the ways students were acquiring and communicating knowledge?

2c. What were the level(s) of student work?

2d. What was the level of class engagement?

3. Focus on instruction

3. What instructional practices were used?

3b. What grouping formats did you see?

3c. Which research-based categories of instructional strategies were used?

4. Focus on the learning environment

What elements in the classroom environment supported attainment of the learning objective?

Fourth-grade English language arts

2010–2011 15

Reflecting on the dataUnderlying assumptions of reflective practice

Everyone needs professional growth opportunities.

All professionals want to improve.

All professionals want to learn.

All professionals are capable of assuming responsibility for their own professional growth and development.

People need and want information about their performance.

Collaboration enriches professional development.

2010–2011 16

•4 to 6 minutes

promoting student

achievement

•program

•reflective

•real time

•many data points

•45 minutes

•teacher

•evaluative

•summative

•few data points

CLASSROOMWALKTHROUGH

FORMALEVALUATION

2010–2011 17

The CARA cycleAn improvement process

2010–2011 18

Classroom walkthroughReflect

In what ways can classroom walkthrough data help improve your curriculum and instructional program?

2010–2011 19