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|---|---|---|---|---|---|
Searching... | 30000010133493 | LB2806.4 T47 2004 | Open Access Book | Book | Searching... |
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Summary
Summary
Change the entire school culture with this collaborative method of supervision!
For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that is irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.
Easy to understand and adopt, this method will answer the questions most important to principals:
Is the work of my teachers aligned with the district curriculum? Are my teachers using research-based "best practices"? Are they choosing the instructional strategies that will promote student achievement?Also known as the Downey Walk-through, the method presented in The Three-Minute Classroom Walk-Through has been developed over a 40-year period, tested and refined in actual teaching environments, and taught internationally.
Author Notes
Larry E. Frase, Ed.D. teaches in the Education department of San Diego State University.
(Bowker Author Biography)
Table of Contents
| Preface |
| About the Authors |
| Dedication |
| 1 Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach |
| What is the Downey Walk-Through? |
| Why Walk-Throughs? |
| The Evolution of the Downey Walk-Through Process |
| 2 Conducting the Walk-Through Observation: A Five-Step Process |
| The Five-Step Observation Structure |
| Step 1 Student Orientation to Work |
| Step 2 Curricular Decision Points |
| Step 3 Instructional Decision Points |
| Step 4 "Walk the Walls" - Curricular and Instructional Decisions |
| Step 5 Safety and Health Issues |
| 3 Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation |
| How Do We Provide Direct Feedback? |
| The Note |
| A Better Approach-Discussion |
| Direct Feedback Statement and Conversation |
| How Do We Provide Indirect Opportunities for Reflective Inquiry? |
| How Do We Ask Reflective Questions and Carry On the Conversation? |
| How Do We Ask Reflective Questions and Carry On the Conversation? |
| The Reflective Conversation |
| 4 Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk- |
| Through |
| The Novice/Apprentice |
| The Professional Teacher |
| The Expert Teacher |
| Limitations of the Taxonomy |
| 5 Establishing Logistical Procedures for Implementing the Walk-Through Process |
| Finding the Time |
| Preparing Staff, Students, and Parents |
| Record Keeping |
| Board Policy to Support Walk-Throughs |
| 6 Cultivating the Culture: Effectuating Change that Works |
| Lessons Learned About Change in Educational Cultures |
| Challenges and Barriers to Change |
| Deciding When to Intervene: The Marginal Teacher |
| Examples of Successful Implementation: Making the Walk-Through Process Work |
| Salinas Union High School District, California |
| Norman Public Schools, Norman, Oklahoma |
| Durham and Simco County School Boards, Ontario, Canada |
| Napa Valley Schools, Napa Valley, California |
| Shawnee Mission School District, Shawnee Mission, Kansas |
| Columbia-Brazoria Independent School District, Texas |
| San Leandro Unified School District, California |
| San Benito County, California, County Office of Education |
| Cultivating the Culture: A Final Word |
| 7 Using the Walk-Through Process to Promote a Collaborative, Reflective Culture |
| Early History |
| Developmental Supervision and Mentoring |
| The Teacher as an Adult Learner |
| Promoting Development |
| 8 Determining Whether Walk-Throughs Are the Right Stuff |
| Background and History of Management by Wandering Around |
| Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation? |
| The MBWA Research Results |
| The Walk-Through with Reflective Question Research |
| 9 Understanding the Walk-Through as a Discursive Practice |
| Examining the Dimensions of the Walk-Through |
| Changing the Discursive Practice of "Corrective" Supervision |
| Some Issues With the Model |
| A Pause to Consider Your Specific Situation |
| Troubleshooting Problems with the Downey Walk-Through |
| 10 Linking the Walk-Through Process to a Model of Teacher Growth |
| Walk-Throughs and the Teacher Growth Model |
| The Model |
| Transformative Learning as it Relates to the Model |
| Organizational Learning and Transformation |
| Providing Feedback Conversation for Growth |
| Index |
