Monitoring through Walk-Throughs

Participants are expected to purpose the book: The Three-Minute Classroom Walk-Through: Changing School Supervisory

Practice one Teacher at a Time

Overview

Instructional Leadership Model Reading on Walk-Throughs

Protocol / Process Ladder of Inference During Classroom Observation After Walk-Throughs Making Plans

Enduring Understanding(Big Idea to be Applied by You)

Instructional leaders efficiently & effectively collect classroom observation data to inform next steps for improving curriculum & instruction, and supporting teacher growth.

Intended OutcomesParticipants will…

Increase their knowledge of efficient strategies for effectively collecting classroom observation data

Connect workshop concepts to research-based critical behaviors

Develop an action plan

Proposed Norms & Expectations• Stay focused and fully engaged

– silence cell phones, close email, no competing projects or other distractions

– handle other business later• Participate to grow

– monitor your engagement and complete all tasks• Be a learner

– create your own meaning and application• Get your needs met

– repeat sections as needed– break presentation into chunks to meet your needs

ISLLC Standards

Student Achievement

Teacher Quality Instructional Leadership

ISLLC #1 Vision Mission, & Goals

ISLLC #2 Teaching & Learning

ISLLC #3 Managing

Organizational Systems

ISLLC #4 Collaborating with

Families

ISLLC #5 Ethics & Integrity

ISLLC #6 The Educational

System

Instructional LeadershipCore Components are Managed through Key Processes

Student Achievement Teacher Quality

Instructional Leadership

Implementing

Monitoring

Supporting

Communicating

Advocating

Planning

Core Component:

Performance Accountability: Leader holds self and others responsible for realizing high standards of performance for student academic and social learning; there is individual and collective responsibility among the faculty and students.

Research-based Critical Behaviors

Instructional leaders allocate time to evaluate faculty for student learning. Identifies taught curriculum Identifies instructional strategies

Instructional leaders allocate time to evaluate student learning.

Sample Application Focus & Action PlanMonitoring: Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement. Performance Accountability – Leader holds self and others responsible for realizing high standards of performance for student academic and social learning; and there is individual and collective responsibility among the faculty and students.

Research-Based Critical Behaviors:Current Reality(include evidence)

Ideas/Strategies to apply

Next Steps

Allocates time to evaluate faculty for student learning.o Identifies taught curriculum (content of standard &

cognitive level)o Identifies instructional strategies (agreed-upon or

research-based) Allocates time to evaluate student learning.

Other

Questions to Guide My Growth PlanConsidering the concepts from this module and your notes from above, please provide a response in the space below.

What ideas, strategies, and/or concepts presented/discussed in this professional development provided reinforcement for things you already do well?What ideas, strategies, and/or concepts presented/discussed in this professional development may address refinement for growth in your instructional leadership role?What is Your Action Plan?Do WHAT?By WHEN?What is the projected impact on teacher performance?

ReflectionResearch-Based Critical Behaviors

Rate your current reality–5 = highly effective–3 = effective–1 = ineffective

List evidence to support rating

REFLECTION ON PAST EXPERIENCE

Consider the following:

What data have you collected?How often do you get into classrooms? What prevents you from being in

classrooms more often?How have you used the data?What is the nature and frequency of

your follow-up with teachers?

Guiding Question

How do instructional leaders allocate time to observe faculty?

How do instructional leaders efficiently gather effective evidence of … rigorous curriculum? quality instruction? student engagement?

Walk-Throughs Overview

Walk-Throughs are… A data gathering process

– quality data in 3-10 minutes per classroom A tool to gather concrete evidence

– Observable and measurable facts An aid to monitor teacher performance and

focus on agreed-upon priorities

Walk-Throughs are… Not an evaluation system Not part of the formal evaluation system

Walk Throughs Overview

Narrow focus on … Rigorous Curriculum

–identify content & cognitive level Quality Instruction

–identify instructional strategies Student Engagement

–orientation to the work

Classroom Walk Throughs

Classroom Walk Throughs

As you read … Highlight key concepts Note similarities and differences

Consider the following… What should you observe

during the classroom visit? What do you write down? What do you do afterward?

Walk Through Process:

Diagnosis of instruction Identified concrete evidence

provides evidentiary support for a conceptual claim

In the classroom - identify concrete evidence of behaviors Facts you see, hear, & feel

In the office – examine trends and label a conceptual claim

Classroom Walk Throughs

Recommended Priorities Rigorous curriculum Quality instruction Student engagement

Other Considerations Common Core State Standards

–May define curriculum or instruction Teacher Evaluation (pick 1 indicator) Learning Environment

Ladder of InferenceI do something based on my beliefs

I develop conclusion and/or beliefs based on the assumptions I make

I add my own meaning (personal, cultural, educational experience, etc)

I notice, select, or observe certain information & experiences

Information & experiences surround me (facts – see, hear, & feel)

Consider the following:

Why it is important to understand The Ladder of Inference while applying Walk Throughs?

Why is it important to test perceptions by checking THE FACTS?

How does “sticking to the facts” make follow-up conversations more credible and palatable?

Prepare for a visit

Recommend quadrants on paper

Rigorous curriculum Quality Instruction

Student Engagement ?Other?

– Alternative – use 3x5 cards

Remember: Identify and record ONLY facts relevant your priorities

Video: Look Closely! Video Link: http://www.youtube.com/watch?v=j8JXlDjJJQU

As you watch the video make notes on your Walk-Though form... Rigorous curriculum Quality Instruction Student Engagement Other

Interpreting the DataUsing the low inference data

Compare the curriculum observed to the Common Core State Standards and consider … Aligned with content of standard Aligned with cognitive level Aligned with context of assessment

Interpreting the DataUsing the low inference data

Compare the observe teacher instructional strategies to expectations Research-based strategies? Aligned with priorities from

your school improvement plan?

Interpreting the DataUsing the low inference data

Consider student engagement How many students were observed to

be oriented to the appropriate work? Any distractions?

Consider other relevant items

Communicating Your Claim

What is the trend in the data?What does the concrete evidence support

as a conceptual claim?What is your conceptual claim?What is the impact on student learning? What is your expectation relevant to your

conceptual claim?Describe the gap between the expectation

and performance evidence.

Follow-up

Determine… 1 strength/reinforcement claim 1 improvement/refinement claim

Prepare Conference after a dozen observations Short statement with reflective question

Establishing the Procedure

Preparing Teaching Staff How often will you be in classrooms? How long will each visit be? What are the priorities or focus for

your classroom observations? How will you provide feedback after

each visit (or not at all) How often will you schedule a

follow-up conferences?

Establishing the Procedure

Preparing office staff Why are walk-throughs critical? Why is your scheduled time critical? How can office staff protect your time? What scenarios could be discussed to

prepare office staff to handle potential schedule distractions?

What barriers need to be overcome?

Establishing the Procedure

Creating your schedule 1 visit each week (or bi-weekly) Reflection time (apply the data) Back-up time chunks Unscheduled moments

More Data to Consider

Research indicates that effective instructional leaders use data from multiple sources:• student results• student work samples• teacher performance data• teacher reaction to the initiative

Closure – Guiding Questions

How do instructional leaders allocate time to observe faculty?

How do instructional leaders efficiently gather effective evidence of … rigorous curriculum? quality instruction? student engagement?

Closure – Action Plan

Connect concepts shared in this module with the “Research-Based Critical Behaviors” –List at three things per box in the

column labeled “Ideas/Strategies”

Closure – Action PlanNext Steps

Additional data? Who? Resources?

ReinforcementRefinementAction Plan

Do what? By when?

Impact on Teacher Performance

WRAP-UP

Thank You!

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