Classroom Walk-Through with Reflective Practice Follow-up Session

Diocese of Allentown

Based upon research and materials fromTeachscape, Phoenix, AZ and Carolyn J. Downey

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“If we want to grow in our practice, we have

two primary places to go: to the inner

ground from which good teaching comes

and to the community of fellow teachers

from whom we can learn about ourselves

and our craft.”

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“I believe that knowing, teaching, and learning are grounded in sacred soil and that renewing my vocation as a teacher requires cultivating a sense of the sacred.”

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Respect.◦ Minimize interruptions/distractions to self and

others.◦ Maintain confidentiality of observations.

Participate.◦ Talk is accountable for content and process.◦ Ask questions.◦ Critique ideas, not individuals.

Begin and end all sessions on time.

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Facilitator◦ Keeps group on task.◦ Ensures that group members have opportunity to

participate and offer ideas.◦ Monitors for talk that is accountable to content and

process.

Timekeeper◦ Monitors movement of group for CWTs.◦ Reminds group of time during group activities.

Recorders◦ Writes key ideas/responses.

Reporters◦ Synthesizes key ideas and summarizes them for whole

group.

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Review growth in CWT

Revise CWT to better meet school needs

Align CWT with instructional analysis

Promote deep alignment with curriculum

Design professional development programs

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Review growth in CWT

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What were the successful experiences?

What challenges were encountered?

Did any patterns emerge?

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Successful◦ Learned about each teacher and each class◦ Enabled us to see a lot in a little time◦ Another avenue of awareness of what is happening in

each grade/classroom◦ Made me more aware of what to look for when entering a

classroom and to maximize my time there◦ Got me into the rooms more often◦ All visits seemed less formal◦ Helped me focus on specific strategies so I can determine

what areas might need to be addressed for future inservice planning

◦ Students saw principal as another educator in the room◦ Teachers are getting used to displaying objective for

each subject taught throughout the day

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Challenging◦ Time for visits◦ Length of visits◦ Classroom doors are in front of room – creates

disturbance◦ Number of components◦ Reflective prompt◦ Comfort with procedure – administrator and

teacher

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Revise CWT to better meet school needs

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Classroom Walk-Through Model

Step 1: Snapshot of Teaching and LearningStep 2: Identification of Instructional StrategiesStep 3: Level of Learner EngagementStep 4: Survey of the Learning Environment

After the Walk…Step 5: Analysis of Information CollectedStep 6: Reflection with Teacher

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Step 1: Snapshot of Teaching and Learning

T1 Teaching Objective and Learning Expectation

T2 Target (Grade Level Standard)

T3 Taxonomy (Bloom’s)

T4 Text and/or Materials

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Step 2: Identification ofInstructional Strategies

List of Instructional Strategies

Research-Based Strategies Robert Marzano

Identifying similarities and differences Summarizing and note-taking Reinforcing effort and providing recognition Homework and practice Representing knowledge Learning groups Setting objectives and providing feedback Generating and testing hypotheses Using questions, cues, and advance

organizers

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Step 3: Learner Engagement

Levels of Learner Engagement

• Authentic Engagement• Ritual Engagement• Passive Compliance• Retreatism• Rebellion

Working on the Work by Phillip Schlechty (2002)

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Step 4: Survey of the Learning Environment

• Survey desks, tables, walls, floor, resources, technology.

• Learning environment is supportive of learning objectives.

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Step 5: Analysis of Information Collected

Check Alignment of the 4Ts

Review Instructional Strategies Learner Engagement Learning Environment

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It isn’t expected that you will give a reflective prompt after every CWT. In fact, it most likely isn’t even possible.

Expect to give a reflective prompt for 50% of CWTs.

Step 6: Reflection

Review of Six StepsalwaysStep 2: Snapshot of Teaching and LearningStep 3: Identification of Instructional

StrategiesStep 1: Level of Learner EngagementperiodicallyStep 4: Survey of the Learning EnvironmentStep 5: Analysis of Information CollectedStep 6: Reflection with Teacher

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◦Use CWT card.

◦Spend 4 minutes in classroom.

◦Complete group analysis of CWT.

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Group analysis◦ Learner Engagement◦ Teaching and Learning◦ Instructional Strategy◦ Learning Environment

List analysis on chart paper.

Report results to whole group.

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LE Was learner engagement evident? Link to T4 and IS.

T1 Was the objective evident? What was the objective? The learner will know _____ and/or be able to do _____. How did you determine T1?

T2 Was the objective appropriately calibrated? How did you determine T2?

T3 At what level of Bloom’s Taxonomy were students functioning? What verbs indicated the level?

T4 What text/materials were used?

IS What instructional strategy was evident? Circle high- yield strategies.

SLE Was the learning environment supportive of objective? Was grade level work evident?

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Schoolwide Reflection

Partner and Small Group Reflection

Individual Reflection

REFLECTIVE PRACTICEREFLECTIVE PRACTICESTAGES OF IMPLEMENTATIONSTAGES OF IMPLEMENTATION

Adapted from Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie (2001)

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Single focus

Non-judgmental language

Open-ended

Present or future tense

Invitation for reflection

T1T2T3T4ISLESLE

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Curriculum

Instruction

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Break - 15 minutes

Align CWT with instructional analysis

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How is student achievement

data connected to CWT data?

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The alignment of the intended and assessed curriculum sets the brackets, and the instructional delivery system must fit inside those brackets.

Learning for All by Larry Lezotte (1997)

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written Curriculum

C

the Assessment

A

classroom Instruction

I

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C I A

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C I A

The issue of instructional alignment rests on one of the best kept secrets in American education: Students do tend to learn those things they are taught.

Learning for All by Larry Lezotte (1997)

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A guaranteed and viable curriculum has the most impact on student achievement.

What Works in Schools: Translating Research into Action by Robert J. Marzano ( 2001)

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• Determines if areas of concern are primarily a curriculum issue or an instruction issue.

• Provides a picture of curriculum and instruction over a period of time.

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School:

Subject Area:

Grade Level/Population:

Inst

ruct

ion

Inst

ruct

ion

IS

Inst

ruct

ion

LE

Cu

rric

ulu

m

T1

T2

Cu

rric

ulu

m

T3

T4C u

r r

I c

u l

u m

70 - 84%:Spend more quality time on instructional strategies to yield greater results.

50 - 69%:Analyze instructional strategies to determine most effective teaching methods.

35 - 49%:Coordinate curriculum objectives across grade levels, making sure all objectives are taught.

Below 35%:The curriculum has not been taught or does not exist.

CW

T A

rea

of F

ocu

s

Local Scores

85 - 100%:Provide aligned enrichment; extend learning.

I n

s t

r u

c t

I o

n

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0-34% Curriculum35-49% Curriculum

50-69% Instruction70-84% Instruction85-100% Instruction

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Plotting scores on IAT • Complete school/subject/grade information.

• Using Avg %C Class scores, plot student, class, or grade data.

• Complete for each area of focus.

• Analyze the IAT chart for each subject area and grade. Look for areas of strength and need.

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0-34% Trauma 35-49% Caution

50-69% Green to Grow

70-84% Blue Ribbon85-100% Royalty

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0-34% OPI Score

Curriculum Issue: The curriculum has not been taught or does not exist. Instruction is textbook driven.

Recommendation: Align curriculum and instruction.

Question: Do we know what to teach and are we teaching it?

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35-49% OPI Score

Curriculum Issue: Curriculum objectives are not fully addressed.

Recommendation: Coordinate curriculum objectives and make sure all objectives are taught.

Question: Where and when are we teaching what?

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50-69% OPI Score

Curriculum Issue: Instructional strategies are probably dominated by lecturing, whole-group instruction, and direct teaching.

Recommendation: Implement high-yield strategies in all classrooms.

Question: How are we teaching? What thinking strategies are evident?

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70-84% OPI Score

Curriculum Issue: Amount of time on tasks and the nature of the tasks may require examination.

Recommendation: Spend more quality time on instructional strategies to yield greater results.

Question: How can we incorporate more/better thinking strategies?

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85-100% OPI Score

Curriculum Issue: Differentiate instruction.

Recommendation: Provide aligned enrichment adding breadth and depth to learning.

Question: How do we provide aligned enrichment?

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Identify patterns from CWT data.

Look for consistency between CWT data and IAT results.

In areas where there is consistency, there is support for selecting professional development topics.

In areas where there is not consistency, closer attention must be given to the CWT areas of focus.

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Promote deep alignment with curriculum

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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) 51

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Design professional development programs

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Student achievement dataand CWT data is problem finding.

Professional development is problem solving

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Are professional development topics related to student achievement?

How can the implementation of professional development activities be monitored to determine if they have a direct positive impact on student learning?

The Leader’s Guide to Standards by Douglas Reeves (2002)

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Training/Inservice/Workshop Observation/Assessment Involvement in a Development /

Improvement Process Study Groups/Learning Communities Inquiry/Action Research Individually Guided Activities Mentoring

Evaluating Professional Development by Thomas Guskey (2000)

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One of the cardinal characteristics

of effective schools is that they are as eager

to avoid things that don't work as they are committed to

implementing things that do. Edmonds, Ronald R. "Effective Schools for the Urban Poor," Educational Leadership, 37 (October 1979): 15-18, 20-24.

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It’s your life. Invent the story.

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What catch-phrase caught you?

What does “possibility” mean for us? For our students? For our school?

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Write your catch-phrase on a post-it strip.

Post the catch-phrase in your office to remind you of the possibility you are!

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We are what we repeatedly do.

Excellence, then, is not an act, but a habit.

Aristotle

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Questions/Concerns

Thank you – Notre Dame of Bethlehem School Administration, Faculty, and Students

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Diocese of WilmingtonCatholic Schools Office1626 N. Union Street

Wilmington, DE 19806302-573-3133

ldeangelo@cdow.org

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