Classroom Walkthrough - Ohio Network for Education Transformation

SIG Principals'Daily
Walk-Through Handbook
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Part 1: Before the SIG Walk-Throughs...
o Explain to teachers what you will be doing.
o What you are looking for (page 5).
o The kind of feedback they will get.
o How datawill be used.
o Non-evaluative process of raising student
o
o
achievement.
Explain to teachers how you want students and
teachers to behave during walk-throughs (page
3).
Commit to principal behaviors (page 4).
Consider negotiated agreements and adjust practices
without eivine uo the dailv walkthroueh.
o Commit to being in classrooms everv dav.
Arrange support staff, teacher leaders, secretary,
TSAs, assistant principals, and others to cover main
office/principal duties so you can do a daily
walkthrough.
Teacher and Student Behaviors During
SIG Walk-Throughs
o Teachers
o Continue teaching or current activity.
o Refocus students on learning tasks if they
o
o
o
become distracted.
Do not feel the need to talk to or explain things to
the principal.
Review with students the procedures to follow
when the principal comes into the room.
Students
o Remain focused on learning tasks.
o Pretend principal is not there.
Principal Behaviors During SIG WalkThroughs
o
o
o
o
o
o
o
The goal is to be invisible as you move through
classrooms.
Enter and exit rooms as quietly as possible.
Ignore or quietly redirect students who talk to you.
Avoid talking with teachers or students.
Observe quietly in a place which does not interrupt
instruction.
Leave feedback in non-disruptive way.
If you have interacted with students in the past
during visits, this change will take some work.
. Suggested Technique (all grades) designate a square on the floor where
you will stand, and indicate to students
that when you are in the square, you are
invisible.
o Suggested Technique (elementary) wear ahat or other visible item to
indicate you are invisible.
o
If you enjoy talking and interacting with
students
o Do this in non-academic areas like the
cafeteria.
o Arrange for ttprincipal open house"
classrooms where students know you are coming
and can talk to you about their academics.
DO NOT LET THIS STOP YOU FROM DAILY
WALK-THROUGHS!
\ilhat to Look For on the Walk-Through?
1. Are there district or building initiatives in place?
Look for those.
a. Recent things covered in PD.
b. District-wide focus such asMaruano strategies.
c. Grade or department-specific goals such as
guided reading or Collins writing.
2. Are all students
3.
engaged in the work?
Is there a learning target clearly posted that all
students can see?
a. A learning target relates to Ohio grade-level
indicators and states what students should know
and be able to do.
b. A learning target is not apage, assignment, or
activity.
c. Are the student and teacher behaviors related to
the learningtarget?
4. Are there barriers to learning which are within your
control to eliminate?
a. Student discipline issues.
b. Lack of materials or supplies.
c. Lack of instruction.
d. Safety concerns (wires, fire hazards).
e. Teacher not in the room.
Downev Walk-Through Five-Step Process
Downey, C. J., etal (2004) The Three-Minute Classroom Walk-Through.
Thousand Oaks, CA: Corwin. Pp 20-41.
Step 1 Student orientation to work.
Do students appear to be attending when you first
walk into the room?
Step 2 Carricular decision-points.
What objective(s) has the teacher chosen to teach at
this time and how aligned are they to the prescribed
curriculum, pacing guide, or map.
Step 3 Instructional decision-points.
What instructional practices is the teacher choosing to
use at this time to help students achieve the learning of the
curriculum
obj ectives?
Step 4 *Walk the Walls" curricular decisions
What evidence is there of past objectives taught arrdlor
instructional decisions used to teach the objectives that
are present in the classrooms - walk-the-wa11s,
portfolios, projects in the room?
Step 5 Safety and Health Issues
Are there any noticeable safety or health issues that
need to be addressed?
School Turnaround (Gillian Williams) Successful
Classroom Targets and Methods
What to Look for...
o Is it clear what students are to know and be able to do?
o Is the objective/expectation explicit? (written or
verbal)
o Are students able to express what the expectation is?
o Is the lesson appropriate for the grade/course level?
o Is the lesson on pace/timely?
o Is the lesson reflective of standards (curriculum ffi&p,
pacing guide)?
o Are higher-order questions being asked by students
o
o
o
and teachers?
Do tasks require higher-order thinking skills?
Are students using a variety of resources?
Do teachers move beyond required textbooks?
Part 2z During the SIG Walk-Throughs...
o Know what you are looking for - focus on things
leading to student achievement.
o Decide upon a block of classrooms each day so that all
classrooms are visited on a routine basis.
o Step into the classroom quietly and observe for 2'5
minutes.
o Step out quietly. Make notes in the hallway for the
teacher feedback.
o Note one thing that was positive.
o Pose a question about something that will cause
the teacher to think about the effect the lesson and
its components are having on achievement.
o Go on to the next classroom.
o Provide immediate (same day) feedback.
o Use the carbonized telephone pad system (see
attachment) as a quick way to provide feedback and
keep a record for yourself.
The transformation specialist will help you with the walkthrough process by going with you each time he/she visits
your building. The transformation specialist will assist
you with feedback ideas for the teacher and will comment
on what he/she saw. The transformation specialist will
not leave comments for teachers.
Part 3: After the SIG Walk-Throughs...
o When your transformation specialist is with you on a
walk-through, you can expect the following things. . . .
o Discussion about what you both saw.
o Suggestions about what could be written on the
feedback for teachers.
o Ideas for how to support teaching and learning.
r Recognizingwhat is strong.
r Planning for intervention for what needs
strengthening.
o Analysis of patterns among classrooms, grade
levels, or the building.
o Provide feedback to the teachers using the phone pad
system or other system you have in place.
o Make time to talk to teachers about what you saw and
the questions you ask on the feedback form.
o Use your copy of the phone pad to look at datatrends
based on your targets. Some examples . . . ..
o If you ask all teachers to post objectives, what
percentage of time did you see this goal met?
o How often were students engaged in hands-on
activities?
o How many times did you see students who were
not engaged in the learning?
o Share datatrends as appropriate with BLT and whole
staff so that PD can be planned to meet building
needs.
o
Celebrate patterns and trends which clearly lead to
increased learning!
Classroom
Strategy Six: The Succ
There are core elements of classroom success that we believe apply to any school, any teacher, any
age, any subject. The principal's view must focus on these three elements as he or she is out and about.
.
this
Targets & Methods: All good lessons have structure and rationale that begin with an answer to
question: What should students know and be able to do at the end of this lesson? Much as we talked
about targets that are,do-able with a stretch"for schools - the same holds true for classrooms. Good
purpose
lesson targets are typically multi-faceted - covering more than one learning idea. Paired with
come'teaching methods to achieve it'
.
physical Space: All classrooms regardless of student age should have key elements. The first is that they
should explicitly reflect without further explanation what the students in that room are learning. This
key
isn,t about proof for visitors, its reinforcement and tools for the occu pants of that room. The second
element is to motivate students to keep learning. Rooms that promote learning have work that is current
and exemplary, a minimum of commercially produced products and a bevy of student work - which sends
a clear message about whose work is really
.
important'
Student Connection to Learning: Connecting means that students are doing something with content.
They may be writing, speaking, watching, and listening. More illusively but even more critically, they may
be thinking. Engagement is not always easy to gauge.
MAKING TIME FOR CLASSROOMS
The first key to classroom visits lies in making them a daily habit. Spending a full day once a week is
much less useful, both because it takes too much solid time and because it will then slip to once every
other week. The second key is having a structure for who gets visited - and for how long. Part of this
is for equity, but more important is the compression of time'
FEEDBACK LOOPS
principaltime in classrooms is meaningless unless it results in improved student learning. How can
it be helpful for a teacher to get a page of notes two weeks - or longer - after the actual lesson takes
place? The successful classroom is built by principal support in real time-not just the continuing
visits but immediate feedback.This means giving teachers your observations and insights such that
they can continually improve. Within the framework for classroom visits, the most critical element of
both types is shelf life. There's not a lot of value hearing about something done the week before. In
fact, we believe that even 24 hours later is a bit too long.
to respond to these suggestions that come in
doable
less than five minutes, than any other intervention. lt's only one thing - which is infinitely more
plan
or
differently
than a list of ten things or even three. Teachers don't feel they have to go home and
take a class or see their union rep. Most will respond within the same period or day.
We see consistently that teachers are much more likely
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TARGETS AND METHODS
What to look for...
.
.
.
.
.
.
.
.
.
.
.
what students are to know and be able to do?
ls the objective/expectation explicit (written or verbal)?
ls the objective/expectation implicit (written or verbal)?
Are students able to express what the expectation is?
ls the lesson/objective appropriate for the grade/course level?
ls the lesson on pace/timely?
ls the lesson reflective of standards?
Are higher order questions being asked by teacher and students?
Do tasks require higher order thinking skills?
Are students using a variety of resources?
Do teachers move beyone required textbooks?
ls it clear
PHYSICAL SPACE
What to Look For...
.
.
.
.
.
.
.
.
.
.
Student work and other items on display are current
Few of the materials and display items are commercially done
Exemplary and proficient student work is prominently displayed
Target boards reflect expectations for student work
There is a connection between student work and the learning objective(s)
Writing samples with scoring guides/rubrics are posted
Resources are available for student editing
Classroom behavior agreements are on display
There is evidence of student editing
Classroom reflects a safe and orderly environment
CONNECTION TO LEARNING
.
.
.
.
.
I
I
.
What to
ask...
does
What are you learning? How
learning make you better..... (reader,
writel matematician, scientist, etc')?
How willyou know if you have gotten
really good at
this?
What is "proficien cy" on this task?
ls this interesting to you?
What do you do in this class if you
need extra help?
May I see examples of your work from
this class of which you are most proud?
.
.
What to look for...
Are students reading, writing, discussing?
Does the teacher repeatedly check for
.
understanding?
Do students give thoughtfulanswers?
ls there "wait time" before students are called
on or answer?
Was there evidence of critical thinking in the
.
.
answers?
Do students communicate effectively?
Do student responses go beyond identifying
.
.
the learning objective?
Are students excited about learning?
Do students know how to get extra help if
they need it?
.
.
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QUICKVISIT FEEDBACK
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MAKING TIME FOR CLASSROOMS
-
1.
for it
Commit to spending time in classrooms every day and stick to your schedule
make it a PrioritY.
2.
in order to get broad
Schedule visits at all times of the day and different days of the week
coverage of curriculum and instruction'
3.
and why you won't be available all
Set up parent office hours and let parents know when they are
the time
-
because you need to be in classrooms helping their children learn!
4.
in classrooms and let
Communicate with your district office about the time you will be spending
a timely fashion
them know that you will be conscientious about returning calls and e-mails in
(and be sure to do so - after school!)
5.
(guidance counselor, vice principal, instructional
Set up a clear list of responsibilities for critical staff
to" person is
Specialist) and distribute to staff so that everyone knows who the"go
for each area.
6.
office staff knows how
Set up a calendar for appointments for staff and parents and be sure
to
utilize (block in your time in classrooms!)'
7.
and learning
Train support staff to answer that you are in classrooms observing teaching
that you "are somewhere in the building'"
B.
g.
management'
Keep most discipline issues at the classroom level; train staff in classroom
10.
Say "no"
1
1.
that don't always have
Develop options for dealing with students sent to the office for discipline
to involve You.
(refer back to your
to meetings that don't absolutely necessitate you being there
responsibility checklist and send someone else if at all possible)'
what they're doing'
Let students and teachers know that you do NOT want them to stop
12. Prioritize teaching
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- not
and learning above anything "administrative" in nature'
13.
thing in the morning and once in the afternoon - preferably
when students are not in the building)to answer phone calls and e-mail'
14.
in classrooms unless it's
Enforce a policy of not being interrupted for phone calls during your time
district office.
an emergency (and define emergencyl). This includes calls from the
'15.
Ask school visitors to join you.
16.
Walk into classrooms anytime you're coming in and out of the building'
Set aside time every day (once first
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ffiESEARCI.I ftEP*RT
Using Classroom
Walkthroughs
to lmprove
lnstruction
Nancy Protheroe
Frequent five-minute visits focused on
specif ic " look-fors" can give principals
valuable information about what's
working-or not working-in their schools.
Perry (in Richardson, 2001) describes
the walkthrough approach as difl'erent
fiom one that focuses on a single classroom because its il1tent is to create "a
schoolwide picture made up of mat-rv
small snapshots ... It's a strategv for providing a school, not an individual te:rcher, with feedback aboutrvhat it's doing
or not doing." He cites a middle school
where teams comprisin5l the principal,
an assistant principal, and three or for-rr
teachers go through the building about
once a rveek. These rvalkthroughs follow a specific protocol, with tirne spent
before each u,alkthrough to identifr
and discuss dre focus of the observations, followed by a "debriefing" discttssion amr:ng tearn mernbers to identify
elements that should be shared with
teachers.
B{ue going inta
uotrkl
be
t}te classroont, uis'i.tcns
assigted a sltecifi.c tatk. Fnr
program of brief but frequent classroom waikthroughs
has become an increasingly popular strategy in recent
years for informally supervising teachers and obsen'ing
classroom activities. But what is it about walkthroughs that can
help improve instruction? Are there elements of the process
that should receive special attention in order to maximize
cxample, one aisitor migltt be assigted
their effectiveness?
a shmtway and. s'pmds
Although there lras not been extensive research on rtalkthroughs, the expe-
riences of schools that har,'e introduced
the practice help to address both these
r
questions.
Why Use Classroom Walkthroughs?
r
Cenone and Martinez-Miller (2007)
describe classroom walkthtoughs irs
a tool to "drir,'e a clcle of continuous
improvernent by focusirtg ott tlrc ffias
instnrction." Ginsberg and Murplry
(2002) discuss some specific trenefis:
rsf
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30
Walking Through a Walkthrough
r
cepts a part of everTday teaching?
Are new teachers catching on?);
A team atmosphere develops as
teacl-rers and administrators examine instruction and studeut motivation and aclrievcrnent;
Adrninistrators establish themselves
as carnpus leaders and instnrctional
rrentors, influcncing tear:hing, leaming, and ongoing school renewal; and
Strrdents see that both administrators and teachers lalue instnrction
and learning.
Administrators become more familiar with the school's curriculrtm and
PrincipalJohn Skretta (2007) says
that "their greatest value is dmt adrnin-
teachers' instmctional practices;
istrators can use them to gather data,
whic}r in turn can L-le used to prompt
arrd provoke clialogrre abottt instntction
between teachers and administl ators."
Adrninistrators catt gallge tlle
climate of a school (Are studeuts
er"r gaged? Are cross<urricular cou-
Principal
I
March/April 2009
to notc uhethu and uha,t \pes of stu'
dmt
zorit'itzg are d,,isplaryed in. the ruont,
anotlr,er to urite down
ultat
i,s
ttritten
pull
wlnt
tltq uulerctand about the witing
on, the
elmlhboard, antl, another
to
ttsitlc onc rtr ttLto students to learn.
process ... Afta"lca,aing earh, classrcom,,
th.e
team ofaisiton goes doum the
hall
abuttfne min'
Af,er
aisiting all
notzs.
utes contparing
of th,e clas*oonts Jbr tltat day tlu rtisiton
assembk a,nd,spend, abtrut 45 nrinutes
going oaer the euidenrc
tltq
lzrlrrl (Richardson, 200
1
h,rtae col-
)
.
The Key Elements
Perq/s description of the process
makes it clear that obsen'ers-lvhether
they are prlncipals, teachers, or indi-
from outside the school-are
not sirnply r.,-andering fiom classroom to
r,ichrals
classroom to gather general perceptions
of what is going on. Ser,eral elemenLs
are critical to the success ofthe process.
Making walhthrougls routiru. Many of
the walkthrough protocols inrolve very
short-tlpically fil'e minutes arrd no
longer than l5 rninutes-visits tr: classrooms. rvhich should be a "scheduled
www.naesp.org
tffi
DIGITAL VISION/GETTY IMAGES
Prncrpal
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ivlarch/April
2009
31
"Observers ... are not
part of the dail1'routine" (Johnstor-r,
2003). Ycru ma1.lre thinking, "I.Iorv can
fi\'e ,niuutes be erroug'h to get a sense of
teaching and learning in a classroom?"
Iiim Marshail (2003), a fbnner princi
tlw
prinripal utants lo get
sense of hotu a. tmthm" is
classroom to classroom
to gather general
perceptions of what
going on."
a gerwral
o,
rton,ml,.fi,ue ntinutc.r is plmtry. Tiuz, it's
a nwn slhm'ol'n tearlm's dary Butfuc
tttirrrr,tcs
in
a,
future; ald
E Note the existence ofany safew or
health issues.
dassrootn is a long tinw.
Idrntifiingthe focus of thc obserua,tirtns.
E{fective walkthroughs har,e a purpose .
One principal describes the quick walks
he and his a-ssistant principal make
Other models
exaurple, "oue week drei, rnight be lookirre to }e;rm Is the objed.ilte of thn k:sson ckar
to the sturlents?... The fullowing rveek the;nrigtt [ask] l\lw! itt"stru,ctiarul struteg is
tearher using? ls th,is ttn a|l/m1)ri{Lt( sbat-
lo Ltsc'{oilh, !.h,e klsrn? (Hopkins, 2008).
One approach to r.rtrlkthroughs focus.
es on "1ook-1bn"-"conditions that u'hetl
present in cla-ssroonts enable students to
improve their achievement and learning
ler''els" ( Gruf an<l \t'erlinich, n.d. ). lden ti
f,ing them can pror''ide a pou'erfi-rl-and
collaborative----opportr-nitv for teachers
cg)
and school leaders to address questions
such as: "\{,hen lve visit classrooms, u'hat
should we see that makes an impor-tant
difference iu studettt success? Is there
something that u,e shnuid see in every
classroom?" (Graf and \,Verlinich, n.d.).
Visiting the dassroorrrr. Downeu Steffy,
English, Frzse, and Poston (2004) hai'e
derl'eloped a "three-minute classroom
rvalk-througlr" model that includes five
R$l e aing
sftrdents appear to
be oriented to the $,ork;
I Rer,ierr the curricttlar objectives
being taugl'rt;
E Obsen,e instmctiotral practices;
r "Whlk the lvalls" to look for i.nfor-
32
Principal
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March/April 2009
the u alkihntu gh. Lov e
(2009) discusses opportunities for
collaborative inquirl, bv school stafFespeciall,v among teachers-as a stmcture that helps develop a focru on'rvhat
is norking and lvhat is not in terms of
teaching and lear-ning. Reflecdorr after
walktluoughs is built:rror-urd that concept, ns descrilrcd by Skretta (2007):
,,The
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both the obserrtrtion and tire anal,vsis of data; and
Action bascd txt thc lilrtlirrgs of tlrt:
I
Experiences of Schools Using
Walkthroughs
Rossi (2007) used the \\,'alkthroush
obsenation process developed ll' Gr:rf
and Werlinich (n.d.) as the basis for
dissertation rese:rrch. At the elementiu',v
school level, Rossi ft;und staft'members
belier.ed the rvalkthroughs cnnducted
in their sclroois had affected iustr-uctiotr
'lvith positive oLltcomes that included:
I
t
Teaclrer slralirrg of ltest ptacticct;
Increased prilcipiil alaretress of
!
rvhat is happening in classrooms;
Increase in teacher time t;n task;
E Better principal understanding of
curricuhur gaps and ir-rconsistencies:
r
Better principal understandilg of
profe,ssionirl developr-nent needs;
I
t
t
best u,alk-thr.oushs Sive teaciters
relevant, real-time data on their instruction ... Feedback on tl-re u,aik-throughs
should be specific to obsened behaviors, focused, aud de scriptive of the
lelel of perfomrance obsen'ed."
One organization promotine the
nse of classroorn n'alkthroughs (Learning24/7,2004) identifies the qpe of
reflective practice needed if *rey are to
signifi camtly impact teaching:
steps:
il Notice r,r'hether
$u
garin ncrv
har,'e observers spend-
ing more time in each cla-ssroom, ii;r
example, to provide participans with
oppornrnities to talk with students.
through the schor:l that target'specific
thines thirt rte are ltxrking for." For
th.e
is
mirtion on rvhat l'ras bee n tauglrt
previously or mii) be taught in the
part,k'ufur teu,chittg
intentional eflort to
insiglrts and understzrndinqs frorn
observations.
datng antl
t.hen ltatrc a s'ubstatztiae fol.lou-l4) corx-
ucrsation about
A.n
simply wandering from
piil rvho conducted an a\er:aqe of fottr
of these shon visits er'er1'day for eight
vcilrs. ansllerr tlris qrrestiorI:
If
I
Improvernent in the qualiw of student rvork;
Imprort d qtralitr' ()f cr)ll\ers:lli()lls
:rbout irstructi0n; and
Development of a cornmon laIrgtr:rge arottnd ittrtt ttctiott.
One of the elelnenlnq'school prin-
cipals inter-vierved bv Rossi (?007) rvas
lery specific about the benefit ofusing
walkthroughs in his school:
Tlu
trtoru
olltoftun,ities
I lmte
to get
tlrc classrootn,s, the rtrcrc in.formal'iott
haue to l.alh tuith
tltnt
teach,ct"s
about antl
into
I
th,e
utllectiael) rcseardt good
a,bout good practice
an,d,
ta,lk
ltractire
rnorc
zue
in an
A deliberate pause in the ofte nhurried pace ofteachers and school
and
leaders;
k; talk uith rne altoul d,iscifline |trobItm,s, thrl com,e to tdk about ittslru,cliort.
Establishing a pur-poseful tin.re for a
ckrse look at the data that have been
collected;
A r.villir.rgness to be open to other
points of r.'iew;
E An effort to consciottsly process
yorlr o\{r1 thoughts-not simp11'
leaving the classroom rvith ger-reral
E
impressions;
ta.1t
and, lna,ctires
eadt, others' exlteriences
... Ift.g, [dolt,'t .jztst] corrc
Getting Started
Graf andWerlinich in.d) recornmend these steps for principals planniu g fbr classrciour u,;rlkthrougl-rs:
!
Conduct :r prelirninaq' Nalkthrouflh
to beein collecting basclitre datir
www. naesp. orq
VUhen your
around
a
textbook isn't enough...
wide spectrum of effectiYe
irr.tnrctional pl actices:
r
Concluct a rnee tinfJ with the staff to
establish cleirr expect:rtions related to
l.hc lxrrliosc arttl pror:css of thc {irst
rvalkthrough;
r
Educotion
Foundation
Establish a focus for subsequent walktlrror-rghs by rvorking n'ith teachers to
identiS the "looMors'-(16 specific
elenrcrrts of effective ittslrttctiotr or
r
guiding principies of learninq that
they u,ish to target for implementation; and
Clonnect the "look-fors" to es&rblished
standards. This is an important step
rrith rcspect to derelopirrg a c()rnrnoll
CUSTOMIZED
MATHszSCIENCE
WORKSHOPS
language fbr staff and fbr establishing
a matching set of indicators around
instruction and learning. El
Nancy Protheroe is director of special
research projects at Educational Research
Service. Her e-mail address is nprotheroe@
ers.org,
Effective hands-on
teaching can help
your teachers
dramatically
improve student
understandi ng
and retention.
References
cE
Clervone, L., & N{artinez-N,Iilk:r, P. (?007,
Summer). Classrocxn l':rlkthroughs
catallst fbr school itlplovemeut.
4(4) . Reu ievecl frotrr
\\rr\r. naesp.ol'g/ tesoulces/2u' Leatlership(lompzrss/2007,/LC2007v4n4a2.pdf
Dorvne1,, C..J., Stcfl1 B. E., English, F. \\i.,
Frase, L.8.. & Poston, \V. K (2001). 7)ze
tlnte-nitt tr,tu cktsstoolt wa.lkthrough; C)t an gittg
srhlol suprnrisot\' |trattite one lutt;lu:t'ut n,
Ir)rze. Thousand Oaks, CA: Comttr Press.
Ginsberg, N,I. B., & ir'{urphr, D. (2002). How
rvallitlrroughs open doors. lidruntional
as a
l-eatlerslt,i.Nt Cotnpasq
Lea,dusIt,'i.P,
"l send my staff to
AIMS workshops
whenever possible.
They use the
activities in their
classroom."
- Don Bidwell
Superintendent
Broadvlew, lVlT
3*36.
Graf, O., & \,\Ierlinicl-r,.[. (n.d.). Obsen'ation
fmstr-aticlns. Is there another l':r1'?
The wzilktl'rrough obseu'ation tool.
Retrieved frorn https:/ /qcc.rikispaces.
on / fil e / view/l{hlkthrotrghs+Observation+FnLstra tions.pdf
Teachers learn strategies and techniques firsthand.
c
I{opkins, G. (2008). \{ialk-throughs are on
tlre mote. lidluntion }4/orld. Retrier''etl fron.t
rrrr'. eclucation-world.com /a*achnin /
adrnin/admin40ir.shtml
.|ohnston, H, (2003). Leadership lrl' rvalking
arr-rund: \\Ialktlrroughs and insfirctional
ilnprover:rent.'l'he hinci\als' Pafintrship.
Retrielecl from lrurr,.pdncipalspartlership.
cor:r/lcature203.htrnl
Learniug 24/7. (2004). Cl:xsroon'r rvalkthrough u,itlr refleetive practice. S:rn
Francisco: Learning ?'117.
Lor-e, N. (Ed.) . (2009). Ltsitry tlatn, t,o ivt|tal)e
lrut r ni n. g:,1 t: olLa b or at it e it ttl ui 4 apl11
6a1; ! 1.
Thousaud Oalis, ()4.: Coniu Press.
www. naesp. org
ovrn 600 woRKSHoPS EAcH YEAR,
AIMS coNSrsrENTLy REcEtvES EXcELLENT
lru
/
/
I
RATTNGS F0R
Glassroom Application
Alignment to Standards
Reinforcement of Content Knowledge
Make hands-on teaching tvork for you-CALL T0I}IY!
1.888.733.2467
www.aimsed u.org
Prirrcipal
I
MarchlApril 2009
33
ti (2003, l{av). l{ec.rnerirtq fhut
HSPS (I-iyperactir e SrrJrer{icial Plincipal
S1r-rdlorne): A prog^rss reporl. Philhlkt
\{arshall,
Ku.flta,n. 701-7f19.
RicharcLson,.[. (200 1. Octolru',,' \or ertr]xr').
Seeir:g tl'rrrlrg-h tlel{ e}cs. 'lirls.far Srhrnl.s.
Rctrieved &-onr u'nrr'.nsdc.org; libr arr./
publications/ trxrls,/ toolsl {XJl r-ich.ditt
Rossi, (1. A. (2007). 'l'l* tlttsstaom*alltllnough:
'l'ht perteptions of el,mtenta\ schml prin.cilr*
on it.\ int4ett on .studazl ar:ltirtcmettt.
L rrpubli'lrcd tlr,clut :tl (liss( l l;tliott.
Lin iversit]- o{ Pittsbulgh. Ret rievcd
from http: /1 ctd.liblarl'.pitt.tdu/
e ;' ctdJ)72i]2007-1 40309,/
tnlestricted,., Rossi ETD_7-21!07.pdf
ETDz' availabl
Skretta,.l. ( 2007,
\t.l').
L:
sine
l:alktlrrotghs
to g:rther clata for sclrool intprovemeutPrin.r:ipu I Ludo:t/i.t/i, 1 G23.
WEB RESOUBCES
Tlre Snrurner' 20[i7 issue ot l,rudo:ship
hou sclrool
Confta.st examincs
itLllltiIIistratOrs c;rn lrse class|oor.tr
rvalktlll oug]rs tti inrpr-tx'c -stttdent
lealning. The :rrticles adrlrcss tlte valitc
throtr3^hs. I to tr' to pet'fo tu tl t tnr.
h(xr Io tne thenr to errb-.trk ott
slrateeic sthriol itnpr r.x'ement.
vuvv\ /.naesp.org/Leadership_
o.l' rva lk
ar)cl
Compass_Arch ives.aspx
That's why Nova Southeastern University's Fischler School
was created more than 35 years ago.0ur ideas, approach and
programs, found nowhere else in the nation, are atl founded on
a simpte belief-when you inspire peopte to learn, you inspire
them to change the wortd. Are you ready to cause an effect?
Doctor of Education
> Doctor of SpeechLanguage Pathotogy
> EducationaI Speciatist
>
r Master of Human Services
> Master of Science
> Bachetor of Science
r Associate of Arts
Al
articlc, "Using rhe [,lassrool
as an Instructional
Leadership Strateg,." can be {bund
on the \{eb site of thc Cclter fi:ir
Walk-Tl'rrough
Comprehensive School Reforr.r ancl
Improvc'r:telt-
www(enterf orcsri.org/f iles/
Th eCenter_N L_Feb07.
C,rr1'
Visit our website to learn more about how our partnership with
NAESP can benefit you.
pdf
A. Rossi's doctoral clissertalion
repcllts on perceptioll\ o{'sclrool staJf
concerning tire irlpact of classrootr.t
rualktlrroughs in sr{rools.
s%
N OVA
t'#+X
i,Tlffi
)
eea-asz -trzas
http://etd, library.pitt.ed u/ETD/
ava il able/etd-07292007-1 40309/
u
IHSH,L*E"ffifi
nrestricted/Rossi-ETD-7-29-07.pdf
tlgP]
FischterSchoot.nova.ed u/NAESP
Nova Southeastern University admils students of ?ny.ace, coicr, sexuaI orientalion, and nalionaI cr e:hnic
origin.
Ncva Souiheasiern University is acc.ecited by the Commission oi Coiieges of the Southern fu3cciatier
of ColLeges and Schools [1856 Southern Lane, Decatur, Gecrgia 30033-489?. ieiephone number: 404-6?9-n501]
to avrard associate s, bacheLor's, moster's. educationai speciliisl, :oi doclorai degrees.
r
34
Principal
I
N4arch/April 2009
\N\tw.naesp.oIg
The Center for Comprehensive School Reform and Improvement - February 2007 Newsle... Page 1 of
pr:nr&
February 2OO7 Newsletter
*-,t,:it
3
] !
Using the Classroom Walk-Thrcugh contents
as an Instructional LeadershiP
Strategy
Whv Conduct a WalkThrough?
Providing effective instructional leadership is
one challenge that every principal faces. In
addition to managing schedules, hosting
assemblies, and disciplining students,
principals are expected to [ossess the
knowledge and skill to make a positive impact
on the teaching and learning pio."s. Recent
research
showsthathigh-performing.school
districts actively seek to establish a clear
expectation that the principal will be the
instructional leader and the primary architect
of instructional improvement at the school
(Togneri & Anderson, 2003).
Essential Elements of a Walk-
Through
Variations on the Theme
conclusion
References
Instructional leadership can take many forms, from ensuring that high-quality
teaching materials are readily available and scheduling professional
development to conducting formal observations and modeling lessons. But one
essential component of instructional leadership, say many experts, is the
interaction of the principal with teachers about their classroom practice.
A strategy used by many principals to gather classroom information and frame
that interaction is the classroom "learning walk" or "walk-through." The walkthrough can be defined as a brief, structured, nonevaluative classroom
observation by the principal that is followed by a conversation between the
principal and the teacher about what was observed. Used well, the walk-through
can provide both principal and teacherwith valuable information about the
status of the school's instructional program.
This month's newsletter examines the walk-through strategy as a tool for
providing instructional leadership.
Why Conduct a Walk-Through?
The walk-through can serve many purposes. First, it gets principals into
classrooms. Unlike formal observations, which often last a full class period but
occur only two or three times a year, the walk-through, when used consistently,
ensures that the principal will see teachers teaching more often, albeit for a
shorter length of time. Depending on the size of the school, the principal might
visit every classroom as often as once a month, or even weekly. These
structured visits also give principals a first-hand view of instructional issues and
patterns while providing them with a meaningful way to demonstrate their
interest in and knowledge of the teaching and learning process. And, says
Principal Teresa Cockerham, Ed.D. (personal communication, January L2,2OO7),
of Providence Senior High School in Charlotte, North Carolina, "We are able to
look at what is being taught in classrooms and then compare that with the
district standards. It is a non-evaluative tool that focuses on alignment and
calibration." The primary purpose the walk-through serves, though, is to provide
a structure for dialogue between principal and teacher about what goes on in
the classroom, "an adult-to-adult model of discourse that involves professional
conversation about practice" (Downey, Steffy, English, Frase, & Poston, 2004, p.
ix).
Essential Elements of a Walk-Through
The specific components of the walk-through vary with its purpose, but all
effective walk-through strategies share certain common elements. They include
the following:
o
Brevity
The walk-through is designed to increase the number of
classrooms that principals visit, so brevity is a must. While the
typical walk-through lasts about 10 minutes, Dr. Cockerham
(personal communication, January 12,2OO7) says, "If we are in
the classroom longer than three minutes, then it defeats the
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The Center for Comprehensive School Reform and Improvement - February 2007 Newsle... Page 2 of
3
purpose of gathering first impressions". Walk-throughs do not
replace longer observations but instead supplement them by
providing a high number of classroom practice"snapshots" that
over time can reveal patterns and instructional issues throughout
the school.
.
Focus
Former Michigan Principal Todd Wiedemann says the common
focus of the walk-through "puts teachers and principals on the
same page in terms of expectations" (Hopkins, p. 2). But because
the walk-through is an adaptable strategy that can be used for a
variety of purposes, special attention must be paid to clarifying for
all participants what is being observed, and why. To ensure that
there is indeed a common understanding, teachers should be
involved in developing the"look fors" and "listen fors" that
principals use during the observation as well as the reflective
questions that structure the feedback session. This participation
will go a long way toward reassuring teachers that the walkthrough is a strategy for support, not for evaluation.
Dr. Cockerham (personal communication, January 12,2OO7) says
that a great deal can be observed during each walk-through: "We
are looking to see if students are engaged; if students are being
taught on the appropriate grade level; evidence of planning; what
is on the walls of the classroom...we also ask students what they
are learning as opposed to what they are doing." Alternately, the
walk-through can be structured to gather data on how well and
often teachers are addressing priorities identified in theirschool
plan. It also is possible to change the focus of the walk-through
during the year as the faculty decides to emphasize certain
components of their program or decides to practice a new
instructional technique, such as critical questioning.
The walk-through strategy works best when everyone-both the
observer and the observed-knows and understands its purpose
and focus.
o
Dialogue
A third common feature of the well-designed walk-through is that it
results in a dialogue between the principal and the teacher who has
been observed. The dialogue begins with the principal giving
feedback about what was seen and heard. According to authors
Hall and Hord (2000) this brief, one-on-one, focused feedback is
the most powerful staff development approach available to impact
teacher behavior. Feedback often takes the form of reflective
questions, such as "Why did you group your students for that
activity?" or "How did you develop the criteria for posting student
work?" The goal of the dialogue is twofold: to encourage teachers
to reflect on their classroom practice and to inform the principal
about how that practice can be supported. Principals also can talk
about schoolwide trends they have identified and make suggestions
for classrooms to visit or for specific professional development
(Downey et al., 2004). When principals and teachers can talk
openly about what matters in the classroom, the possibilities for
continuous improvement are increased sig nificantly.
Variations on the Theme
Although the walk-through can be an effective strategy to increase principal
instructional leadership, it also can be employed as a tool to promote teacher
leadership and build professional learning communities. Once teachers are
trained in the basic principles of the walk-through, it can be used in a variety of
ways. In one school, all third-grade teachers might agree to visit each othe/s
classrooms, focusing on consistency and coherence. In another, the walkthrough mighttake place afterschool and engage the entire staff in examining
how classroom set-up and structures support student learning. "No matter how
schools tailor the process," say authors Blatt, Linsley, and Smith (2005), "the
essentials are the same-teachers learning from teachers in a non-evaluative
way, talking about their craft, and developing lessons that will improve student
achievement." (p. 2).
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The Center for Comprehensive School Reform and Improvement - February 2007 Newsle... Page 3 of 3
Others take a team approach to walk-throughs. This strategy deploys a group as
large as five or six. The observers meet beforehand to decide thefocus, and
then each team member is assigned to observe a specific aspect of that focus.
When the walk-throughs are completed, team members meet to debrief, and
written feedback is shared with the teachers who have been observed. Team
members might include the principal, teachers, instructional coaches, or even
staff from a neighboring school (Richardson, 2001).
Conclusion
The walk-through can be a practical, useful strategy to support improved
teaching and learning in any school. But careful attention must be paid to its
organization and use to keep the walk-through from becoming just another
educational fad. Regardless of its structure or purpose, the walk-through must
be purposeful and focused. It must be done consistently and with a high degree
of accountability. The effective walk-through results in increased dialogue and
reflection about teaching practice on the part of both teacher and principal. And,
most important, the walk-through supports improved teaching and increased
student achievement.
References
Blatt, B., Linsley, 8., & Smith, L. (2005). Classroom walk-throughs their way.
UCLA SMP EdNews. Retrieved February 9, 2007, from
http://www.smp.gseis. ucla.edu/Resourcesforyou/ed news/ed news-2005-01. html
Downey, C. J., Steffy, B. E., English, F. W. Frase, L. E., & Poston, W. K. (2004).
The three-minute classroom walk-through: Changing school supervisory practice
one teacher at a time. Thousand Oaks, CA: Corwin Press.
Hall, G. E., & Hord, S. M. (2000). Implementing change: PaXerns, principles,
and potholes. Boston: Allyn & Bacon.
Hopkins, G. (2005). Walk-throughs are on the move. Education World. Retrieved
February 9, 2OO7, from http://www.educationw-orld,comla adminladmin/admin405.shtml
Richardson, l. (2001). Seeing through new eyes: Walk throughs offer news
ways to view schools. Tools for Schools. Retrieved February 9,2007, from
httn lllwww,nsdc,oroll i bra rvloublications/tools/tools 10-0 1 rich.cfm
Togneri, W., & Anderson, S. E. (2003). Beyond islands of excellence: What
districts can do to improve instruction and achievement in all schools'
Washington, DC: Learning First Alliance. Retrieved February 9, 2007, from
htto :lllearni ngfi r:st,or:g/lfa-web/rp?pa =doc&docId =62
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