PROFESIONALISME GURU- CLASSROOM WALK THROUGH

8/14/2019 PROFESIONALISME GURU- CLASSROOM WALK THROUGH

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Welcome to:Classroom Walk-Through

(CWT)Presented by: Todd Wiedemann, Principal

Berrien Springs High School

Berrien Springs, MI

(269) 471-1748

http://c/Documents%20and%20Settings/twiedemann/Desktop/Training%20Programs%20and%20Music%20Intro/Todd%20Background.avi



a powerful vehicle

to assess effectiveness

in curriculum

implementation.

Classroom Walk-Through…




a way to talk

with teachers

about improvement

in teaching and learning.




a way to better assess

curriculum and instructional

alignment on a day-to-day

basis.




a tool to maximize the

principal’s time in the

classroom.



MBWA(Management By Wandering Around)

Peters and Waterman

Takes on a new focus…



Where the tenets of SMBWA

are practiced, schools have:

Higher studentachievement across SES

and cultural lines(Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; Louis

and Miles, 1991; Hallinger and Heck, 1995)





Improved classroominstruction

(Teddlie, Kirby, and Springfield, 1989)





Improved studentdiscipline

(Blase, 1987; Blase, 1991)



Classroom Walk-Through



A focused classroom visit

for a brief period of time

followed by

reflection



Goals of CWT

• Principal as “Lead Learner”

• Frequent Classroom Visits by Principal

• Identification of Best Practices/Needs• School Improvement Planning• Professional Development• School-wide Reflective Practice• Increased Student Achievement



R esear ch

Adults

learn best throughreflecting

on their experiences.(Costa and Garmston)



Classroom Walk-Through

data-gathering

curriculum analysis

reflective thinking

provides structure and

practice in…



is sensitive to the busyschedule and demands on

a principal’s time

Classroom Walk-Through . .



CClassroomlassroom Walk-ThroughWalk-Through

should take no more thanshould take no more than

two to four minutestwo to four minutes



should take

NO MORE

than two to four minutes

R eflective feedback. . .



Classroom Walk-Through . .

is NOT intended

for

evaluation purposes



Four Types of Four Types of

Classroom VisitsClassroom Visits

•Visible Presence• Informal Teacher Observation

• Formal Teacher Observation

• Brief Classroom Walk-Through



Classroom Walk-Through ModelClassroom Walk-Through Model

Six StepsSix Steps

Step 1: Snapshot of Teaching and Learning

Step 2: Identification of Instructional Strategies

Step 3: Assessment of Learner Engagement

Step 4: Survey of the Learning Environment

After the Walk…Step 5: Analysis of Data Collected

Step 6: Reflection with Teacher



Step 1: Snapshot of Step 1: Snapshot of

Teaching and LearningTeaching and Learning

T1 Teaching objective and

learning expectation

T2 Target

T3 Taxonomy

T4 Text and/or materials



What T1 Might Look Like

• Objective posted with

benchmarks listed

• Objective not posted

• Play list on board(music)

• Introduced objectives

for tomorrow at end of

class

• Boardwork, Bellwork,

Homework posted




• Instruction was ontarget via our

curriculum, course

level, and/or grade

• Instruction was not ontarget via our

curriculum, course

level, and/or grade




• H Synthesis

• M Application and

H Synthesis

• L, M or H

• M Application

• L Instruction M-Lab

H-Report

• M-H Analysis




• Worksheet

• Watching video

• Book/paper boardexamples

• Calculator and graph

paper • Computer and text

• Handout, formulas andsymbols



Step 2: Identification of Step 2: Identification of

Instructional StrategiesInstructional Strategies

List observableinstructional strategies



What IS Might Look Like

• Writing/imagery

• Inquiry/mathmanipulatives with

m&m’s

• Rehearsal with visualcueing and asking students

to listen to each other

• Individuals or small

groups with teacher

floating-asking andanswering questions

• Boardwork/visuals

congested but

available



Step 3: Assessment of Step 3: Assessment of

Learner EngagementLearner Engagement

Percentage of students engaged



What LE Might Look Like

• 80% at start of class

• 100%

• 95%

• 50% many off task

• 85%

• Etc.



Step 4: Survey of theStep 4: Survey of the

Learning EnvironmentLearning Environment

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

resources, technology



What SLE Might Look Like

• Small group work

• Student work posted

• Visual, organized,

stimulating

• Clean and organized

• Colorful, cultural

visuals

• Soft classical music in background

• High energy

• Called on kids to help



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 Teacher…Step 6: Reflection with Teacher…

• A deliberate pause

• A purposeful time for a close look at practice• A willingness to be open to other points of view

• Consciously processing your thoughts

• Gaining new insights and understanding

• Action with what has been learned

Reflective practice requires:





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…

• Reflective feedback with prompt

• Reflective feedback with limited

response by teacher

• Reflective conversation



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

• Email or face-to-face

• Within the first 24 hours

• To last no longer than 2-4 minutes

• Informal place – hall, classroom, duty area,

lunch



4. Determine prompt…4. Determine prompt…

• related to the focus

• non-judgmental language

• goal is to stimulate thought



Reflection

must be purposeful.

M.B. Gunter, 2002



ReflectionReflection

“…the ability to look back

and make sense of what

happened and what you learned.But it’s also the ability to look

forward, to anticipate what’s

coming up and what you needto do to prepare.”

Sommers, 2001



Time IssueTime Issue

What is your primary roleresponsibility as a principal?



Time IssueTime Issue

• How important is this

role responsibility in relation to

other 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 timeHow much time

for CWT’s?for CWT’s?

Goal: Every Classroom

Every 2 Weeks





First TWO weeks: (with 40 teachers)

• CWT once in each classroom

during the two weeks (3 min.)•

Analysis of data (4 min.)• Reflective feedback with each

teacher (3 min.)

• 6.6 hours – 8.3% of 80 hours





After practice: (with 40 teachers)• CWT in each classroom every 2

weeks (3 min.)

• Analyze data 50% of time (4 min.)• Reflection 50% of time (3 min.)• 4.3 hours – 5.4% of 80 hours



Take

the walk

of your life…….

If interested in the full CWT training for



If interested in the full CWT training for

you and your staff, please contact:

Todd Wiedemann, Principal

Berrien Springs High School

(269) [email protected]