DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING (Insert appropriate

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.auDEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au

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Critical Reflective Practice through Classroom Walkthroughs

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au

What are our current experiences?

Think• Why do you visit classrooms now?Pair and Share• Find a purpose that is similar and different to yoursView• Choose your most frequently used purpose for classroom visits

and think about what you do, think, look for.• View the video as though you are visiting the classroom with this

purpose.• Record the visit and what you do after the visit.Pair and Share• Share your visit and post visit actions with your partner. Question• Pose a question about classroom walkthroughs and record on

sticky note for sharing.



Four Types of Classroom VisitsFour Types of Classroom Visits

1. Visible Presence

2. Informal Teacher Observation

3. Formal Teacher Observation

4. Brief Classroom Walk-ThroughIt is about colleagues working together to help each other think about

practice. It is not about judging a teacher’s effective use of a given

teaching practice. (Downey, 2004: p 4)


Why focus on teachers?

“teachers account for the greatest source of variance in student

learning” (Hattie, 2003)


It is not about best practice (a single answer or program)

but about better practice, processes… forever

moving forward(Hayes and Noonan, 2007)


Why focus on teacher learning and reflection?

Principal AccountabilityBuild a culture of critical reflection and

learning for continuous improvement within their school community

Teacher AccountabilityMaintain professional standards of

teaching

Engage in critical reflective practices and contribute positively to a culture of continuous improvement


Professional Engagement

Standard 2: Teachers reflect on, evaluate and improve their professional knowledge and practice.



0.27

0.84

0.42

0.34

0.35

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

Dimension 5: Ensuring anOrderly & Supportive

Environment

Dimension 4: Promoting &Participating in TeacherLearning & Development

Dimension 3: Planning,Coordinating & EvaluatingTeaching & the Curriculum

Dimension 2: StrategicResourcing

Dimension 1: EstablishingGoals & Expectations

Effect Size



Why focus on teacher learning and reflection

inside the classroom?

Effects of Staff Development: Classroom ApplicationAdapted from Bruce Joyce and Beverly Showers, 1998

KnowledgeDemonstrationof Behaviour

Transfer toWork Setting

Presentation of Concept and Theory 85% 15% 10%

Demonstration of Behaviour 85% 18% 10%

Low-risk Practicewith Feedback 85% 80% 15%

Coaching inWork Setting 90% 90% 80%


Phase I: Develop a model or language of instruction.

Phase IV: Monitor the effectiveness of individual teacher’s implementation and impact on student learning as a form of teacher feedback.

Phase III: Establish a systematic way for teachers to observe expert teachers and each other using the model of instruction.

Phase II: Develop a systematic way for teachers to interact about instruction using the model.

Readiness Phase: Systematically explore and examine instructional model.



NT Teaching and Learning Framework

Teacher Effectiveness School Effectiveness

Research: Practices and strategies that significantly improve student outcomes

Process: Learning design model

Research: Leadership through promoting and participating in teacher learning significantly improves student outcomes

Process: Classroom Walkthroughs

.40.30

.15

0

.50.60

.70

.80

.90

1.0REVERSE

Developmental

Effects

Typical

Teacher

Effects

ZONE OFDESIREDEFFECTS


Goals of Classroom Walkthroughs

•Principal as “Lead Learner”•Frequent classroom visits by school leader•Identification of effective practices •School improvement planning•Professional learning planning•School-wide reflective practice•Increased student achievement


Classroom Walk-Through ModelClassroom Walk-Through ModelSix StepsSix Steps

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

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


Classroom Walkthrough Guide

Ref: Peter Senge, The Fifth Discipline

Steps 1-4 - During the walkthrough

Step 5 Analysis - After the walkthrough

Step 6 Reflection with teacher – share observations, invite teacher to make own conclusions


Step 1: Step 1: Snapshot of Teaching and LearningSnapshot of Teaching and Learning

T1 Teaching objective and learning expectation are made explicit

T2 Target – classroom program outcomes, school priority areas, NTCF outcomes

T3 Taxonomy – Level of thinking expected

T4 Text and/or materials


Step 2: Step 2: Identification of Instructional StrategiesIdentification of Instructional Strategies

List observable instructional strategies and what you see the teacher did and said in relation to using these strategies

Positive Attitudes and Perceptions

Intellectual Quality

Thinking and

Learning Habits

To Classroom Climate

To Classroom Tasks

Engage With and Acquire Knowledge

Practice, Deepen and

Connect Knowledge

Use Knowledge

Meaningfully and

Relationally

Thinking on My Own

Thinking Together


Effect sizes and influences on achievement

.40.30

.15

0

.50

.60

.70

.80

.90

1.0REVERSE

Developmental

Effects

Typical

Teacher

Effects

ZONE OFDESIREDEFFECTS

Example: Feedback

0.72 – 0.81


What is it we do to make a difference to learning? Marzano’s meta-analysis


What is it that we do to make a difference to learning? Hattie’s meta-analysis

0.40 – 0.80 Moderate effect

0.80 +

Large effect


Step 3: Step 3: Assessment of Learner EngagementAssessment of Learner Engagement

• Percentage of students engaged in talking, thinking,

participating in the targeted learning

• Level of student questioning, contributions to

conversations

• Looking at the quality of thinking in student work


Step 4: Step 4: Survey of the Learning EnvironmentSurvey of the Learning Environment

“Walk the walls” …andthe desks, tables, floor,

resources, technology


Experiencing a walkthrough

View

• Use the four steps to walkthrough the classroom of the teacher on the video

• Try to be aware of what you are thinking and feeling as you walkthrough in this structured way

• Record during the walkthrough using the I saw, I heard, I wondered model

Pair and Share

• How was the walkthrough similar and different to your current experiences visiting classrooms?

• How might you use walkthroughs in your workplace?


Step 5: After the Walk…Step 5: After the Walk…

• Check for alignment of the 4 T’s-Teaching objective-Target-Taxonomy-Text

• Identification of Instructional Strategies

• Learner Engagement• Learning Environment


Step 6: Reflection with TeacherStep 6: Reflection with Teacher

1. Determine one area of focus

2. Determine type of feedback

3. Determine how, when, where

4. Determine prompt

Four-step process – 4 D’s


1. Determine one focus area…1. Determine one focus area… • Four T’s

-teaching objective-target-taxonomy-text/materials

• Instructional Strategies

• Learner Engagement

• Learning Environment


2. Determine type of feedback… 2. Determine type of feedback…

2.1 Reflective feedback with prompt•Hattie’s feedback model

2.2 Reflective conversation•Use After Action Review

What was expected?What actually occurred?What went well and why?What can be improved and how?

•Use a feedback protocol such as Tuning, Consultancy or ATLAS


Feedback is a process of asking

• Where am I going? Feed Up

• How am I going? Feed Back

• Where to next? Feed Forward


Hattie, 2007


3. Determine how, when, where… 3. Determine how, when, where…

•To last no longer than 2-4 minutes

•Within the first 24 hours

•Email or face-to-face

•Informal place


4. Determine prompt…4. Determine prompt… • related to the focus

• non-judgmental language

• goal is to stimulate thought

Suggestions Open ended questions

Probing Questions


Experiencing a walkthrough

View• Use steps 5 and 6 to analyse your observations and

structure feedback to the teacher.• Record your feedback notes

Pair and Share • How was the walkthrough similar and different to your

current experiences visiting classrooms?• Why, when and how might you use walkthroughs in your

workplace?• What might be opportunities and enablers to use

walkthroughs?• What might be barriers and how can they be overcome?


Time IssueTime Issue

• How important is this role responsibility in relation toother roles you have in your work?

• What is the time ratio?


Principal’s Time

Where• Office area

• Hallways/Grounds

• Off campus

• In classrooms

Time Spent• 65 %

• 17%

• 11%

• 7%

Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)


How much time for CWT’s?How much time for CWT’s?

Goal: Every Classroom Every 2 Weeks

• CWT once in each classroom during the fortnight (3 min.) +

• Analysis of data (4 min.) +• Reflective feedback with each teacher (3 min.)• Total = 10min per teacher per fortnight

• _____ hours/ fortnight • _____ % of 50 hours or 3000 min/ fortnight


Re- Allocating Principal’s Time

Where Time Spent Current Use Future Use

Office area 65% > _____%

32.5hrs > _____hrs

Hallways/Grounds 17% > _____%

8.5hrs > _______hrs

Out of school business

11% > _____%

5.5hrs > _______ hrs

In classrooms 7% > _____%

3.5hr > ______hrs


“We must not cease from exploration and the end of all our exploring will be to arrive where we began and to know the place for the first time.”

T.S. Elliot

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