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Transcript of Walkthroughs
Integration Walkthroughs Project ELCC standards addressed instructional leadership supervision vision invoke conversations timely feedback data observation checklist student learning look-fors 3-5 minute stays results goal by june 2011, the occurrence of learning look-fors in classrooms using technology has a 20% differential as compared to non-technology classrooms based on data from walkthroughs process goal intro to faculty
survey on professional development
sharing data observations
exit survey research Three minute classroom walk-through Carolyn J. Downey Donald Kachur, et al Classroom walkthroughs to improve teaching and learning Timeline Oct 2010 Administrative Team met for initial walkthrough discussion and planning. Nov 2010 Initial “walkbys” conducted along with an introduction of walkthroughs to teachers. Dec 2010 Met with Administrative Team (10 administrators) and two teachers for walkthrough training conducted by MJ Warden. Jan 2011 First walkthroughs conducted at each building. Debrief walkthrough experience. Share with teachers at next faculty meeting. Feb 2011 Second “walkbys” conducted. Mar 2011 Second walkthroughs conducted at each building. Debrief walkthrough experience. Compile data for analysis and draw general conclusions. Shared with teachers to further conversations. Apr 2011 Budget determinations. Summer Academy offerings published. Signups begin. Third “walkbys” conducted. Final debriefing of walkbys and walkthroughs by Administrative Team. May 2011 Survey to teachers about walkthroughs. Jun 2011 Stakeholders director of technology superintendent asst superintendent for
curriculum + instruction asst superintendent for
business 4 building principals director of special education director of assessment 2 walkthrough teachers teaching staff students Formative
Evaluation survey of walkthrough team about preparations summative
Evaluation data collected based on observation form
during walkthroughs is a non-evaluative approach walkthroughs improves instruction professional reflection to teachers about their instruction cuz it's all about students successfully learning about the teaching practice and craft to encourage to make lasting positive change that to collect observational data the main two references much of the preparation time is to understand what you are looking for evidence instruction that makes a difference Results formative summative understood the concept explain and give purpose improving instructional
practice Reflection you can be efficient with time but not with people walkthroughs have sparked
many thought-provoking conversations
regarding instructional practice managing change means caring for people the reality of data
the data of reality observer confidence agreement on most
look-fors high student engagement technology usage in line with amount of resources technology used in instruction
mainly for visuals and materials need more walkthroughs adjustment of learning look-fors expand to other purposes mary jane warden dr. mark klaisner lincolnwood school
district 74 concordia
university internship project dr. joan lampert director of technology superintendent & mentor concordia supervisor next steps use technology to gather data involve more teachers in the process adjust learning look-fors expand to other instructional domains