“the moment you stop learning, you stop leading.” rick warren

“The moment you stop learning, you stop leading.”

Rick Warren

WALKING THE TALK:

HOW WALK-THROUGHS IMPACT THE ENTIRE LEARNING COMMUNITY

PRESENTED BY DR. ADRIENNE WALTON

What a Walk-Through Is Not…

www.youtube.com/watch?v=YYnSKwaQxWM

5 Things the Vice Principal Did WRONG

1. “Surprise”attack2. “… judge you and make us feel

superior”3. Lacking knowledge about the

curriculum4. “Teachers should give answers, not

ask questions”5. Clearly out of touch

5 Things the Teacher Did RIGHT

1. Remained calm, confident, and professional

2. Referenced best practices3. Pointed out that Mr. Thompson’s

comments did not align with research-based strategies

4. Welcomed the observation5. Based all explanations on logical

reasoning without becoming defensive

Why Do Walk-Throughs?

“Performing a learning walk [instructional walk-through)] is a step that should be informed by an understanding of what constitutes quality instruction.”

Wagner, et al, 2006

Why Do Walk-Throughs?

.” “... the higher the level of response and follow-up [by the supervisor], the higher the staff rated their supervisor’s effectiveness

Crane, 2002

Why Do Walk-Throughs?

Student Achieveme

nt

Teacher Effectiveness

Instructional Leadership

Walk-Throughs

Best practice

Instructional leadership is, perhaps, the single most important role for principals to play when increased achievement is the goal.

NAESP’s Leading Learning Communities:

Standards for What Principals Should Know and Be Able To Do.

Walk-Throughs: Their Purpose

Improve instructional outcomes Strengthen instructional

leadershipbecome “more” visible become “more”

supportivebecome “more” engaged become “more”

knowledgeable

Reinforce recent training Support the coaching process

Whole Group Activity

https://youtu.be/tAz7TD02ytU

Possible Feedback Comments

Table Group Activity

Directions:

• Assign a reporter for the group• Review the walk-through focus area• Watch observation video• Discuss feedback comments at your

table• Share out with the group

Focus Areas

Table Group 1 STUDENT ENGAGEMENTPromotes active learning and maintains interestUses a variety of research-based strategies Uses technology to enhance student learning Table Group 2 RIGOR AND RELEVANCEMaximizes instructional timeProvides academic rigor, encourages critical thinking, and pushes students to achieve goalsCommunicates high, yet attainable expectations Table Group 3 POSITIVE LEARNING ENVIRONMENTPromotes a climate of trust, honesty, and teamwork in the classroomArranges the classroom materials and resources to facilitate group and individual activitiesEstablishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately Table Group 4 Assessment For and Of LearningChecks for understandingTeaches students how to self-assessUses assessment strategies that are appropriate for the developmental needs of the students Table Group 5 INSTRUCTIONAL STRATEGIESDifferentiates the content, process, product, and learning environment to meet the individual needs of the studentsUses flexible grouping strategiesBuilds upon students’ existing knowledgeDevelops higher-order thinking skills through questioning and problem solving activities

Table Group Video

https://youtu.be/QxLFTvodBBI

What Gets In The Way

Scheduled meetings

Unscheduled meetings

Deadlines

Student discipline

Parent demands

Returning phone calls/replying to emails

How To Improve “In Class” Presence and Support?

Place classroom walk-throughs on your calendar

Have your secretary protect your “walk-through” time

Have a SMART goal focused on walk-throughs

Develop a daily schedule for the Admin Team

Create an agenda item for weekly meetings to discuss walk-throughs

1 2 3 40

2

4

6

8

10

12

14

Goal Achieved

weeks

75%92%75%83%

Chart Your Progress

Daily Walk-Through Matrix9-30 10-3 10-4 10-5 10-6 10-7 10-10 10-11 10-12

Principal

Vice PrincipalAcademic Coach

10-13 10-14 10-18 10-19 10-20 10-21 10-24 10-25 10-26

Principal

Vice PrincipalAcademic Coach

10-27 10-28 10-31 11-1 11-2 11-3 11-4 11-7 11-8

Principal

Vice PrincipalAcademic Coach

K-1 2-3 2-3 4-5

Explain the Process/Expectations

Ask teachers what would they need from the walk-through

Defuse teacher anxiety Use coaching/supportive strategy Ask for their feedback on the process

ALWAYS provide immediate FEEDBACK after a walk-through

Observation/Evaluation

Distinguish the difference:

Observation informal collaborative formative

Evaluation formal required summative

Look Fors …

Are the students engaged/collaborating?

Is the teacher facilitating?

Look Fors …

“Are teachers providing explicit, well organized and engaging whole-group instruction?”

“Is small-group instruction differentiated appropriately by student need?”

“While the teacher is teaching a small group of students, are the other students involved in independent learning activities that are appropriate and engaging?”

Torgeson, et al, 2007

Look Fors …

Purpose: Teacher intentionally plans & instructs for student achievement of essential learning

Rigor: Each learner is appropriately challenged as the teacher moves students to higher levels of achievement

Engagement: Teacher & student actively participate in the learning & are focused on the lesson

Results: The intended learning is achievedFielding, Kerr & Rosier, 2007

Focus on the Specifics

transitions into and out of instructional time readiness to teach (materials

prepared/organized) appropriate instructional pacing management of student behavior student opportunities to respond appropriate student placement in groups instructional modeling/practice/feedback effective use of correction procedures positive feedback and other motivational

procedures

Follow-Up Formats Give feedback

positive (for encouragement) developmental (reflection for growth)

Make suggestions model lessons observation of master teacher

Share an idea/insight include what, why, when, and how recommended professional development

A Challenge Make a commitment to increase your

visibility as an instructional leader.

Set a goal & track your progress.

Walk-throughs = more visibility, better involvement, stronger instructional leadership AND ensures teaching/learning at a higher level

But Most Importantly…Walk-Through Prevent This

Bueller Roll Call Video

WALKING THE TALK

THANK YOU

References Crane, Thomas G. 2002. The Heart of Coaching, 3d ed. San Diego: FTA.

Fielding, L., Kerr, N. & Rosier, P. (2007). Annual Growth for All Students, Catch-up Growth for Those Who Are Behind. Kennewick, WA: New Foundation Press.

National Association of Elementary School Principals (2001). Leading Learning Communities: Standards for what principals should know and be able to do. Alexandria, VA: Author. Retrieved October, 2006 from http://www.naesp.org/client_files/LLC-Exec-Sum.pdf.

Torgeson, J., Houston, D., Rissman, L & Kosanovich, M. (2007). Teaching All Students to Read in Elementary School: A Guide for Principals. Portsmouth, NH: Center on Instruction.

Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.