classroom walkthrough with reflective practice - · pdf filereflection ... teachscape’s...

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copyright c 2006 Version 2.0

Teachscape®

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Developed by Teachscape in collaboration with the charles a. Dana center at the University of Texas at austin.

copyright © 2006 by Teachscape.

all rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without express written permission of the publisher. cover art copyright © 2006 Teachscape.

classrooM WalkThroUghwith reflective practice

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classrooM WalkThroUgh (cWT)

Table of contents

cWT overview .............................................................................................................................................. 5Introduction to cWT ........................................................................................................................ 5professional Development objectives ............................................................................................. 7standards for principals ................................................................................................................... 8What a Walkthrough Is and Is Not .................................................................................................. 9possible Ways to Use cWT Data ......................................................................................................10

cWT Model ................................................................................................................................................. 11seven-phase process .......................................................................................................................11seven-phase process graphic ..........................................................................................................13planning with a Focus .....................................................................................................................14collecting Data ................................................................................................................................15analyzing Data ................................................................................................................................17reflecting on the Data ....................................................................................................................18Identifying action plan ...................................................................................................................19acting on the plan ...........................................................................................................................20evaluating action plan ....................................................................................................................21

standard look-Fors .................................................................................................................................... 22Introduction ....................................................................................................................................22standard Tool ..................................................................................................................................23Focus on curriculum ........................................................................................................................24Focus on Instruction ........................................................................................................................26Focus on the learner .......................................................................................................................33Focus on classroom environment ...................................................................................................40Focus on the Needs of all learners ................................................................................................41

cWT practice ............................................................................................................................................... 42Walk #1 ............................................................................................................................................42review of Walkthrough Model ......................................................................................................43Walk #2a .........................................................................................................................................44Walk #2B ..........................................................................................................................................45Walk #3a .........................................................................................................................................46Walk #3B ..........................................................................................................................................47Walk #4 ............................................................................................................................................48Walk #5a .........................................................................................................................................49Walk #5B ..........................................................................................................................................50Walk #6a .........................................................................................................................................51Walk #6B ..........................................................................................................................................52

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Walk #7a .........................................................................................................................................53Walk #7B ..........................................................................................................................................54

reflection .................................................................................................................................................... 55overview ..........................................................................................................................................55Questions to guide Focused reflection ..........................................................................................58group Meeting structure ................................................................................................................59general Question prompts ..............................................................................................................63specific Question prompts ..............................................................................................................64Template: group Meeting structure...............................................................................................65considerations for group reflection ..............................................................................................66Template: group Meeting structure...............................................................................................67action planning Template 1 ............................................................................................................68action planning Template 2 ............................................................................................................69action planning Template 3 ............................................................................................................70

Implementation .......................................................................................................................................... 71cWT in practice ................................................................................................................................71Foundation of Implementation: Trust ............................................................................................72creating an Implementation plan ..................................................................................................73sample Implementation plan ..........................................................................................................74setting personal goals ....................................................................................................................76goals: 10-Month planner ................................................................................................................77action planning Template ...............................................................................................................78Tips for how to get started ............................................................................................................79Time Management Tips ...................................................................................................................80Notes page 1: successes, challenges, Questions ............................................................................81Notes page 2: successes, challenges, Questions ............................................................................82Notes page: New Implementation Ideas ........................................................................................83

Data analysis .............................................................................................................................................. 84overview ..........................................................................................................................................84Data summary sheet .......................................................................................................................85sample Data 1 .................................................................................................................................88sample Data 2 .................................................................................................................................91

Data entry ................................................................................................................................................... 94overview ..........................................................................................................................................94Data entry on the Teachscape platform .........................................................................................95Managing Walkthrough Data .........................................................................................................97

reporting .................................................................................................................................................... 98overview ..........................................................................................................................................98creating and Viewing custom reports ..........................................................................................99Questions to ask about reports ...................................................................................................101

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online Follow-up resources .................................................................................................................... 102overview ........................................................................................................................................102

resourcesseven-phase process .......................................................................................................................... iseven-phase process graphic .......................................................................................................... iiistandard Tool ...................................................................................................................................ivTemplate: group Meeting structure.................................................................................................vaction planning Template ................................................................................................................visetting personal goals ....................................................................................................................vii10-Month planner ..........................................................................................................................viii

Bibliography .................................................................................................................................................ix

appendixNational Board professional Teaching standards .........................................................................xiiistandards for staff Development .................................................................................................. xiva review of Bloom’s Taxonomy revised ........................................................................................ xv

about Teachscapeoverview ....................................................................................................................................... xviiiTeachscape services ......................................................................................................................... xxseminars ......................................................................................................................................... xxiiconferences .................................................................................................................................. xxivgraduate programs ....................................................................................................................... xxv

acknowledgments ...................................................................................................................................xxvi

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classroom walkthroughs are a technique for gathering information about instructional strengths and

weaknesses, and then developing action plans for targeting the professional learning in the school. Joan

richardson (2001) calls walkthroughs a “new twist on an old idea.” Instead of having outside observers

walk through classrooms, this tool is for instructional leaders within the building to collect focused infor-

mation about what is happening in classrooms, and then share that information with teachers.

Teachscape’s classroom Walkthrough (cWT) is designed to provide principals and other instructional lead-

ers with at-a-glance information about what is working and not working in their school, and strategies

for talking with teachers about improvement in the instructional program. cWT is a process that uses a

set of tools to answer questions such as:

. What is going on in classrooms?

. how do we know that the approach taken by the students and teacher was effective?

. how can this be improved?

Teachscape’s classroom Walkthrough process provides a framework for organizing and analyzing data

and for leading reflective, focused dialogue about teaching and learning. Doing this enables the school

to begin to bridge the gap between where it is and where it wants to be in relation to improved learn-

ing and achievement. over time, this helps support a culture in which everyone is a learner and ongoing

professional development is the norm.

Walkthroughs help a district/school in raising student achievement by:

. providing a quick, research-based, and focused way to collect data

. Describing effective teaching practices and the features of classroom environments that need to be

present to impact student achievement with specific cWT “look-fors”. Identifying a baseline, and then measuring ongoing progress toward your goals

other hallmarks of Teachscape’s classroom Walkthrough include:

. Focusing on best practice every day through frequent walkthroughs

. collecting aggregate data, which allows you to see at-a-glance what’s happening in the school

. Focusing on a problem and collecting data about that specific focus

. collecting data and having focused dialogue with teachers without interrupting instructional time

. Following a process that is time efficient

cWT oVerVIeW INTroDUcTIoN To cWT

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schools using Teachscape’s classroom Walkthrough report:

. Increased student achievement

. Improved instructional practices

. Fewer discipline referrals

cWT is designed to build skills in collecting data, analyzing data, and reflecting on teaching practices.

cWT supports effective reflective thinking strategies and reflection on professional practice.

Teachscape’s CWT in Practice

Teachscape’s classroom Walkthrough is time efficient. It only takes 4–7 minutes per classroom. as your

focus for walkthroughs changes, this range gives you the flexibility to stay longer as needed. however,

spending a few minutes in each classroom is enough time to collect data. You should have the goal of

visiting every classroom every week, but at different times of the day and on different days each week.

CWT Participants’ Binder

The cWT participants’ binder is a support tool for you. It provides overviews of the cWT process, and

detailed information about each of the tools and what you will look for in each classroom (look-fors).

The Resources section of the cWT binder provides master copies of tools and templates. The Bibliography

provides a list of references on classroom walkthroughs and instructional leadership. The Appendix pro-

vides additional supporting documents.

read the Table of Contents to familiarize yourself with how the cWT binder is organized and to see what

information is available to you.

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After participating in the two-day seminar, participants will be able to:

. Use the cWT process

. conduct classroom walkthroughs

. lead conversations focused on teaching and learning with teachers

. analyze data to identify patterns and trends

. Develop action plans based on data

. plan professional learning opportunities based on data

Specifically, participants will be able to:

. Describe and implement each step of the cWT process

- Develop a focus to guide the walkthrough

- practice gathering data in actual classrooms

- analyze data to identify patterns and trends

- lead focused dialogue focused on teaching and learning

- plan professional learning opportunities based on data

- review and reflect on the implementation to inform future walkthroughs

. Understand the difference between a classroom walkthrough and an evaluation

. establish and implement a system for conducting regular walkthroughs

. analyze cWT data and use it to inform and lead reflective conversations with teachers

. review and reflect to inform future walkthroughs

. learn how to use pDa application for easier data collection

. learn how to use Teachscape’s online platform for data analysis and reporting

cWT oVerVIeW proFessIoNal DeVelopMeNT oBJecTIVes

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The council of chief state school officers has developed standards for what principals should know and

be able to do. These descriptions help guide our definition of instructional leadership.

Interstate School Leaders Licensure Consortium: Standards for School Leaders

a school administrator is an educational leader who promotes the success of all students by:

. Facilitating the development, articulation, implementation, and stewardship of a vision of learning

that is shared and supported by the school community

. advocating, nurturing, and sustaining a school culture and instructional program conducive to stu-

dent learning and staff professional growth

. ensuring management of the organization, operations, and resources for a safe, efficient, and effec-

tive learning environment

. collaborating with faculty, families, and community members, responding to diverse community

interests and needs, and mobilizing community resources

. acting with integrity, fairness, and in an ethical manner

. Understanding, responding to, and influencing the larger political, social, economic, legal, and cul-

tural context

source: council of chief state school officers. (1996). Interstate School Leaders Licensure Consortium: Standards for school leaders. Washington, Dc: author.

cWT oVerVIeW sTaNDarDs For prINcIpals

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WHAT CWT IS WHAT CWT IS NOT

. a quick, research-based, and focused

way to collect data

. a way to bring about a focus on best

practices every day

. a way to collect aggregate data to see

at-a-glance what’s happening in the

school

. a structure for analyzing patterns and

trends in teaching and learning

. a structure for improving student learn-

ing and increasing student achievement

. a tool for making decisions for profes-

sional development planning based on

data

. a tool for increasing school-wide reflec-

tive practice

. a way to talk with teachers about

improvement in the instructional

program

. a tool for documenting teacher apprais-

als and formal observations

. a tool for informal teacher observations

. a tool for collecting information about

individual teachers

. a reflection with teachers that uses

evaluative or judgmental language

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. reflecting at grade-level, school, and district-wide meetings

. Determining areas of focus for school improvement

. Validating previously identified areas of focus for school improvement

. Monitoring identified areas of focus for school improvement

. comparing and contrasting with other school data

. refining and improving the cWT process itself

. planning and developing topics for professional development

. Monitoring efficacy of professional development

Notes:

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The following is a summary of Teachscape’s seven-phase classroom Walkthrough process and the specific

tools that are used during each phase. The cWT process happens iteratively over a 6- to 10-week cycle.

Planning with a Focus Description:

In this phase, the leadership team identifies a focus to guide the walk-

through. The area of focus may be determined by school priority, an

area of continued development, student achievement data, professional

development initiatives, implementation of new initiative or program,

funding/grant opportunities or requirements, and/or previous walk data.

Collecting Data Description:

In this phase, you will create a schedule for doing walkthoughs and

gather data that reflects the area of focus.

Tool:

The standard tool used to collect data is available in two forms—a paper

version and on a pDa.

The data collection tool gathers information about the following:. Walkthrough Focus. Focus on curriculum. Focus on Instruction. Focus on the learner. Focus on classroom environment. Focus on the Needs of all learners

Analyzing Data Description:

In this phase, you will enter and organize the data using Teachscape’s

online platform, and analyze data to identify trends and patterns. look

for both areas of concern and those to celebrate or reinforce. You will

be able to summarize and analyze walk data in several ways, such as by

subject, course, grade level, and/or area of focus. You will identify 1–2

priority areas for team reflection.

Tool:

Teachscape’s online platform enables you to run several types of reports

so that the data analysis focuses on the patterns and trends rather than

organizing the data.

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Reflecting on the Data Description:

In this phase, you will lead small-group reflective meetings with teach-

ers and share the data, highlighting the patterns and trends, through

a focused conversation protocol. You will lead the team to develop an

action plan based on the data. The reflection meeting protocol is struc-

tured around these questions:. What do you see?. What do you think about it?. What does this mean?. What do we do now?

Tool:

a protocol for focused conversation is used to guide small-group

meetings.

Identifying Action Plan Description:

In this phase, the team develops a series of action steps based on the

walk data from using the focused conversation protocol. The action steps

are documented and shared with all, including making sure that account-

ability for who does what, and by when, is clear. The team also deter-

mines support necessary for implementation of the action steps.

Tool:

an action planning Template is used during this phase.

Acting on the Plan Description:

In this phase, the team implements their agreed-upon action plan and

within the time frame established. The plan is supported by all.

Evaluating Action Plan Description:

In this phase, the action plan is monitored. reviewing and evaluating the

effectiveness of the action plan helps to determine next steps—either to

continue the focus or to identify a new focus and continue with the cycle.

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Planning witha Focus

Collecting Data

AnalyzingData

Reflecting onthe Data

Identifying Action Plan

Acting onthe Plan

EvaluatingAction Plan

12

3

4

56

7

CWT PROCESS

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Planning with a Focus

In this phase, the leadership team identifies a focus to guide the walkthrough—the starting point for

Teachscape’s classroom Walkthrough process.

During this step of the process, the instructional leader, or leadership team, identifies a focus to guide the

walkthroughs. The classroom walkthrough provides a way to monitor progress relative to this priority.

The area of focus may be determined by school priority, an area of continued development, student

achievement data, professional development initiatives, implementation of new initiative or program,


The identified focus guides a series of classroom walks. It is not intended that you would identify a differ-

ent focus for every teacher, every week, but rather that the focus provides a way to prioritize and iden-

tify one thing to concentrate on at a time.

Initially, the walks may be used to establish a baseline of data against which to compare future sets of

data. Then, based on the comparisons, a focus for future walks could be identified.

Beginning with an initial time to plan ensures that the walkthrough is purposeful, meaningful, and

focused.

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Collecting Data

In this phase, you create a schedule for doing walkthroughs and gather data that reflects the area of

focus. The data is gathered in five main categories. Five questions guide the identification of these cat-

egories in the data collection tool. They are:

. What is the lesson objective(s)?

. What is the teacher doing?

. What are the students doing?

. Does the classroom environment support the learning?

. Is the teacher responding to the different learning needs in the classroom?

The list below outlines the main categories of look-fors in this standard tool. Detailed descriptions and

examples of each look-for can be found in the Standard Look-Fors section of the cWT binder.

1. Identify a Focus

2. Focus on curriculum. Identify the learning objective(s). Determine whether the learning objective is evident to students. Determine whether the learning objective is on target for grade-level standards

3. Focus on Instruction. Identify the instructional practices. Identify the student grouping format. Identify research-based instructional strategies

4. Focus on the learner. Identify student actions. Identify the instructional materials. Determine the level(s) of student work. Determine levels of class engagement

5. Focus on classroom environment. What elements in the classroom environment support the learning objective?

6. Focus on the Needs of all learners. Do you see evidence that the teacher is responding to the different learning needs in the classroom?

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The foundation of Teachscape’s data collection tool is a standard “base tool.” some content-specific ver-

sions of the standard tool are available.

There are two ways to collect cWT data:

. Use the paper tool. see the Resources section of the cWT binder for a master copy of the stan-

dard tool. see the Data Entry section of the cWT binder for information on entering data into

Teachscape’s online platform.

. load the pDa application onto one of the approved devices. cWT data is automatically uploaded to

the Teachscape platform. see the Data Entry section of the cWT binder for information on setup and

use of the pDa.

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Analyzing Data

In this phase, you will enter and organize the data using Teachscape’s online platform, and analyze data

for trends and patterns. look for trends and patterns that are of concern and those that should be cel-

ebrated and/or reinforced. here, the emphasis is on identifying patterns and trends in the instructional

program rather than focusing on what is happening in individual classrooms.

once classroom walkthrough data has been collected, there are two ways for the data to be entered into


. enter data from the paper tool directly into the Teachscape platform. see the Data Entry section of

the cWT binder for information on how to access and enter data. . By using the pDa, your walkthrough data is automatically uploaded to Teachscape’s platform. see

the Data Entry section of the cWT binder for more information.

once data is entered into the platform, you are able to run several types of reports. You will be able to

summarize and analyze walk data in several ways, such as by subject, course, grade level, and/or area of

focus. see the Reporting section of the cWT binder for information on running reports. From the data

analysis, you will identify one priority area for team reflection.

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Reflecting on the Data

In this phase, you will lead small-group reflective meetings with teachers and share the data, highlighting

the patterns and trends, through a focused conversation protocol.

You will lead the team to develop an action plan based on the data. The reflection meeting protocol is

structured around these questions:

. What do you see?

. What do you think about it?

. What does this mean?

. What do we do now?

reflection is the process by which we “map the linkages between thinking, action, and student learning”

(York-Barr, sommers, ghere, & Montie, 2006, p. 9). In their book Reflective Practice to Improve Schools,

the authors list the following (p. 8) as some of the characteristics of reflective practice:

. The practice or act of analyzing our actions, decisions, or products, by focusing on our process of

achieving them.. Deliberate thinking about action, with a view to its improvement.. The practice of periodically stepping back to ponder the meaning of what has recently transpired…

[reflective practice] privileges the process of inquiry…probing to a deeper level than trial and error

experience.

It is the small-group reflection about the data that leads to action planning, the next step in the cWT

process.

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In this phase, the team develops a series of action steps based on the walk data from using the focused

conversation protocol. The action steps are documented and shared with all, including making sure that

accountability for who does what, and by when, is clear. The team also determines support necessary for

implementation of the action steps.

The action planning Template provides a structure for recording and documenting the decisions made by

the small group. This template is provided in the Reflection and Resources sections of the cWT binder.

This phase of the classroom walkthrough process is designed to be simple, specific to the area to be

addressed, and result in steps that can be implemented immediately. The idea is to begin the improve-

ment process by taking action that can be done quickly and easily and result in successes that can be

recognized and celebrated. More complex problems identified in the reflection process should be con-

sidered in the development of longer-term goals. as you can see, this phase is quite different from other

action plans that you may have developed.

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Acting on the Plan

In this phase, the team implements their agreed-upon action steps and within the time frame established.

The plan is supported by all. classroom walkthroughs conducted during this time may focus on a particu-

lar aspect of the action plan.

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Evaluating Action Plan

In this phase, the action plan is monitored. reviewing and evaluating the effectiveness of the action

steps helps to determine next steps. The outcome of this phase cycles back to the beginning of the cWT

process—either to continue the focus or to identify a new focus for which the process begins anew.

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This section of the cWT binder includes a copy of the standard cWT data collection tool and detailed

information about each of the look-fors.

a master copy of the standard tool is provided in the Resources section of the cWT binder.

Doing Classroom Walkthroughs

. set aside time every day to do classroom walkthroughs. see the Implementation section of the cWT

binder for tips on how to do this. . spend 4–7 minutes in each classroom. Most times, spending 4 minutes is enough time to look for

everything on the tool. The range allows you to stay longer if that will help you to discern some-

thing, and as you begin content-focused walks, you may wish to spend a few minutes more.. When the time is up, finish recording your walkthrough data outside the classroom.

Guidelines for CWT

. Take the picture; avoid becoming part of the picture

. Use a wide lens to view the teacher’s plan book, teaching materials, and student materials

. Interact with students as appropriate

. stay within the designated time frame for each cWT; honor the process with teachers

sTaNDarD look-Fors INTroDUcTIoN

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Date: course/content:

Time: subject:

grade: Focus:

�. Focus on Curriculum

�a. What is the learning objective(s) for the lesson?

objective(s):

�b. Learning objective(s) is evident to the students

evident Not evident Unable to determine

�c. Learning objective(s) on target for grade-level standards

Yes No Unable to determine

�. Focus on Instruction

�a. Identify instructional practices

coaching Discussion hands-on experiences learning centers lecture

Modeling presentation providing directions/instructions providing opportunities

for practice

Teacher-directed Q and a Testing

�b. Identify grouping format

Whole group small group paired Individual

�c. Identify research-based instructional strategies T S T S

Identifying similarities and differences cooperative learningsummarizing/note-taking setting objectives/feedbackreinforcing effort/recognition generating/testing hypotheseshomework/practice cues/questions/advance organizersNonlinguistic representations

�. Focus on the Learner

�a. Identify student actions

listening reading speaking

Working with hands-on materials

Writing

�b. Identify instructional materials

computer software content-specific manipulatives hand-held technology lab/activity sheet oral

overhead/board/flip chart published print materials real-world objects student-created materials Textbook

Video Web sites Worksheets

�c. Determine level(s) of student work

recalling information (knowledge) Understanding information (comprehension) Using information in a new way (application)

Breaking down information into parts (analysis) putting information together in new ways (synthesis) Making judgments and justifying positions (evaluation)

�d. Determine levels of class engagement

highly engaged—Most students are authentically engaged. Well managed—students are willingly compliant, ritually engaged. Dysfunctional—Many students actively reject the assigned task or substitute another activity.

�. Focus on Classroom Environment Materials are available in the classroom Models/exemplars of quality student work posted routines and procedures are evident scoring rubrics are displayed/provided

students interact with classroom environment student work displayed

�. Do you see evidence that the teacher is responding to the different learning needs in the classroom? a lot some None Unable to determine

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Focus on Curriculum

This category focuses on what the lesson objective is, whether students know what the lesson objective is,

and whether the lesson objective is on target for grade-level standards.

There are three specific look-fors in this category:

�. Identify the learning objective(s)

look for information to determine the learning objective(s). It may be posted or verbalized by the

teacher or students. It is also possible that you may be unable to determine the learning objective in the

time that you are in the classroom.

. If the learning objective is posted, is it in student-friendly language?

. What did the teacher tell students the objective was?

. Is the objective clear from looking at student work?

. how did you determine?

The tool has a place to record the specific learning objective for this lesson.

�. Determine whether the learning objective is evident to students

The best way to determine whether the learning objective is evident to students is to ask them. It might

not always be possible to ask students, depending on the structure of the lesson, but this is the goal. a

good question to ask students is:

. “What are you learning?”

Try to talk with 3–4 students. You may have to probe past the first question to hear student thinking. You

are listening for whether the student is able to state the objective in his/her own words.

If all students are unable to state the objective in their own words, then the learning objective is not

evident to students.

It is also possible that you may be unable to determine whether the learning objective is evident to stu-

dents in the time that you are in the classroom.

on the tool, check one box for whether the learning objective was evident, not evident, or you were

unable to determine.

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�. Determine whether the learning objective is on target for grade-level standards

Identify the grade-level standard for this lesson using your state standards and/or local curriculum or

standards documents. This step is often completed after the walkthrough, when you are able to look at

these documents. Identify the standard by comparing the lesson objective with the matching standard for

the grade level or course. If the lesson objective does not match a grade level standard, then the objec-

tive was not on target.

on the tool, check either yes, no, or unable to determine. If you could not determine the lesson objective

while in the classroom, check unable to determine.

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sTaNDarD look-Fors FocUs oN INsTrUcTIoN

Focus on Instruction

This category focuses on the instructional practices, strategies, and student grouping formats that the

teacher has selected to help students meet the lesson objective.

There are three specific look-fors in this category:

�. Identify the instructional practices

This look-for focuses on the instructional practices that may be used.

on the tool, you may check as many of the instructional practices that you see.

The following is a list and description of instructional practices included in the tool:

Instructional Practice Description

hands-on experiences students are completing a hands-on experience such as a project, lab

activity, or activity using content-specific manipulatives. students may

also be trying to solve real-world problems.

lecture a formal, usually structured presentation on a particular topic. This is

often, although not always, given by the classroom teacher.

presentation The conveying of ideas to an audience, typically less formal than a

lecture. This may be delivered by the teacher or a student. Direct

instruction is included as a form of presentation.

Discussion an exchange between the teacher and student(s), or between

groups of students, in which questions, ideas, and concepts are con-

sidered, debated, and possibly answered. This type of open forum

can also be used for brainstorming and problem solving. It is often

not teacher centered.

Testing students are taking a test or quiz that is used for formal assessments

or any type of evaluative purpose. This does include testing used for

progress monitoring and/or diagnosis.

learning centers stations that enable small groups of students to explore ideas, pro-

vide opportunities for extra practice, and/or provide enrichment

activities. one classroom often has multiple learning centers that

provide different activities and opportunities for students.

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sTaNDarD look-Fors FocUs oN INsTrUcTIoN, coNT.

Modeling showing and making visible verbally the invisible mental processes

and/or steps for completing a process/project. For example, writing

an essay or solving a math problem. This is most often done by the

classroom teacher, although it can be done by students.

Teacher-directed Q and a The teacher leads a series of questions and answers with students

that do not lead to broader student-to-student discussion.

providing opportunities for

practice

students are working in small groups or independently to practice a

specific skill. practice may be guided by the teacher when students

are working independently. This could include completing worksheets

or lists of similar types of problems.

providing directions/instructions The teacher provides directions or instructions to students so they

may complete a task.

coaching The teacher acts as a guide or facilitator to help support students as

they work on tasks.

�. Identify the student grouping format

This look-for focuses on the ways in which students are grouped in the classroom.

on the tool, you may check as many of the student grouping practices that you see.

The following is a list of grouping formats included in the tool:

. Whole group

. small group

. paired

. Individual

�. Identify research-based instructional strategies

This look-for focuses on research-based instructional strategies. In the standard tool, this look-for includes

the categories of instructional strategies that the research suggests can impact student achievement and

is drawn from the work of robert Marzano, Deborah pickering, and Jane pollock, published in Classroom

Instruction That Works (2001).

on the tool, you may check as many of the instructional strategies that you see.

��

www.teachscape.com


FocUs oN INsTrUcTIoN, coNT.sTaNDarD look-Fors

The categories of instructional strategies identified in Classroom Instruction That Works* are:

. Identifying similarities and differences

. summarizing and note-taking

. reinforcing effort and providing recognition

. homework and practice

. Nonlinguistic representations

. cooperative learning

. setting objectives and providing feedback

. generating and testing hypotheses

. cues, questions, and advance organizers

see the charts on pages 29–32 of the cWT binder for further descriptions of each category of instruc-

tional strategies.

We recommend reading Classroom Instruction That Works to gain additional knowledge about these

look-fors. This will help ensure that you are collecting good data.

*source: Marzano, r. J., pickering, D. J., & pollock, J. e. (2001). Classroom instruction that works: Research-based strategies for in-creasing student achievement. alexandria, Va: association for supervision and curriculum Development.


res

earc

h t

ells

us

that

tea

cher

s ca

n im

pac

t st

ud

ent

ach

ieve

men

t an

d t

hat

on

e tr

ait

of

effe

ctiv

e te

ach

ers

is t

hei

r u

se o

f in

stru

ctio

nal

st

rate

gie

s th

at w

ork

. Th

rou

gh

a m

eta-

anal

ysis

of

mo

re t

han

30

year

s o

f re

sear

ch o

n t

he

effe

ct o

f cl

assr

oo

m in

stru

ctio

n o

n s

tud

ent

ach

ieve

men

t, r

esea

rch

ers

at M

id-c

on

tin

ent

res

earc

h f

or

edu

cati

on

an

d l

earn

ing

(M

crel

), le

d b

y D

r. r

ob

ert

Mar

zan

o, i

den

tifi

ed n

ine

cate

go

ries

of

inst

ruct

ion

al s

trat

egie

s th

at h

ave

a h

igh

pro

bab

ility

of

imp

rovi

ng

stu

den

t ac

hie

vem

ent.

(se

e p

age

32 f

or

sou

rces

.)

Cat

ego

ry o

f In

stru

ctio

nal

St

rate

gie

sD

efin

itio

nW

hat

th

e te

ach

er

mig

ht

be

do

ing

:W

hat

th

e st

ud

ents

m

igh

t b

e d

oin

g:

Iden

tify

ing

Sim

ilari

ties

an

d

Dif

fere

nce

sa

vera

ge

effe

ct s

ize:

1.6

1pe

rcen

tile

gai

n: 4

5

The

abili

ty t

o b

reak

a c

on

cep

t in

to it

s si

mila

r an

d d

issi

mila

r ch

arac

teri

stic

s al

low

s st

ud

ents

to

un

der

stan

d

com

ple

x p

rob

lem

s b

y an

alyz

ing

th

em in

a m

ore

sim

ple

way

or

by

com

par

ing

new

kn

ow

led

ge

to

pri

or

kno

wle

dg

e.

Mo

del

ing

th

e u

se o

f T-

char

ts,

Ven

n d

iag

ram

s, a

nd

gra

ph

ic

org

aniz

ers

that

cla

ssif

y; u

sin

g

anal

og

ies,

co

mp

are

and

co

ntr

ast

org

aniz

ers,

an

d c

om

par

iso

n

mat

rice

s, e

tc.

Ind

epen

den

tly

or

coo

per

ativ

ely

usi

ng

an

y o

f th

e st

rate

gie

s

men

tio

ned

in t

he

teac

her

co

lum

n. s

tud

ents

use

th

is

stra

teg

y in

dis

cuss

ion

s, s

uch

as

, “Th

is is

like

th

e ti

me

we

stu

die

d...

”

Sum

mar

izin

g a

nd

N

ote

-Tak

ing

ave

rag

e ef

fect

siz

e: 1

.00

perc

enti

le g

ain

: 34

sum

mar

izin

g a

nd

no

te-t

akin

g s

kills

p

rom

ote

gre

ater

co

mp

reh

ensi

on

b

y as

kin

g s

tud

ents

to

an

alyz

e a

sub

ject

to

exp

ose

wh

at’s

ess

enti

al

and

th

en p

ut

it in

th

eir

ow

n w

ord

s.

acc

ord

ing

to

res

earc

h, t

his

req

uir

es

sub

stit

uti

ng

, del

etin

g, k

eep

ing

so

me

idea

s, a

nd

hav

ing

an

aw

aren

ess

of

the

bas

ic s

tru

ctu

re o

f th

e in

form

atio

n

pre

sen

ted

. res

earc

h s

ho

ws

that

ta

kin

g m

ore

no

tes

is b

ette

r th

an

few

er n

ote

s, t

ho

ug

h v

erb

atim

n

ote

-tak

ing

is in

effe

ctiv

e b

ecau

se

it d

oes

no

t al

low

tim

e to

pro

cess

th

e in

form

atio

n. T

each

ers

sho

uld

en

cou

rag

e an

d g

ive

tim

e fo

r re

view

.

Mo

del

ing

su

mm

ariz

atio

n

tech

niq

ues

, su

ch a

s su

b/d

elet

e/ke

ep; i

den

tify

ing

key

co

nce

pts

; u

tiliz

ing

rec

ipro

cal t

each

ing

; cr

eati

ng

ou

tlin

es, c

lust

ers,

w

ebb

ing

; uti

lizin

g n

arra

tive

o

rgan

izer

s, jo

urn

al s

um

mar

ies,

co

mb

inat

ion

no

te-t

akin

g, e

tc.

Ind

epen

den

tly

or

coo

per

ativ

ely

usi

ng

an

y o

f th

e st

rate

gie

s m

enti

on

ed in

th

e te

ach

er

colu

mn

. stu

den

ts a

re a

ble

to

u

se t

hes

e st

rate

gie

s ef

fect

ivel

y an

d w

ith

mea

sura

ble

res

ult

s.

(In

oth

er w

ord

s, s

tud

ents

are

ab

le t

o s

um

mar

ize

and

tak

e n

ote

s th

at a

re u

sefu

l aft

er t

he

less

on

.)


�0www.teachscape.com copyright c 2006 Version 2.0

Cat

ego

ry o

f In

stru

ctio

nal

St

rate

gie

sD

efin

itio

nW

hat

th

e te

ach

er

mig

ht

be

do

ing

:W

hat

th

e st

ud

ents

mig

ht

be

do

ing

:

Rei

nfo

rcin

g E

ffo

rt a

nd

Pr

ovi

din

g R

eco

gn

itio

na

vera

ge

effe

ct s

ize

= .8

0pe

rcen

tile

gai

n: 2

9

effo

rt a

nd

rec

og

nit

ion

sp

eak

to t

he

atti

tud

es a

nd

bel

iefs

of

stu

den

ts, a

nd

tea

cher

s m

ust

sh

ow

th

e co

nn

ecti

on

bet

wee

n

effo

rt a

nd

ach

ieve

men

t.r

esea

rch

sh

ow

s st

ud

ents

can

le

arn

to

ch

ang

e th

eir

bel

iefs

to

em

ph

asiz

e ef

fort

eve

n t

ho

ug

h

no

t al

l stu

den

ts r

ealiz

e th

e im

po

rtan

ce o

f ef

fort

. acc

ord

ing

to

res

earc

h, r

eco

gn

itio

n is

mo

st

effe

ctiv

e if

it is

co

nti

ng

ent

on

th

e ac

hie

vem

ent

of

a ce

rtai

n

stan

dar

d. a

lso

, sym

bo

lic

reco

gn

itio

n w

ork

s b

ette

r th

an

tan

gib

le r

ewar

ds.

. r

ewar

din

g s

tud

ents

fo

r th

e at

tain

men

t o

f ef

fort

an

d a

chie

vem

ent.

Usi

ng

a

sym

bo

lic r

ewar

d is

bes

t b

ut

tan

gib

le

rew

ard

s ar

e ac

cep

tab

le.

. U

sin

g t

he

pau

se, p

rom

pt,

an

d p

rais

e st

rate

gy.

. pr

ovi

din

g p

rais

e fo

r ac

hie

vem

ent.

. Te

ach

ing

stu

den

ts a

bo

ut

the

con

nec

tio

n

bet

wee

n e

ffo

rt

and

ach

ieve

men

t.

kee

pin

g t

rack

of

effo

rt a

nd

its

rela

tio

nsh

ip t

o a

chie

vem

ent.

pr

ovi

din

g c

asu

al t

esti

mo

nia

ls

to p

eers

, su

ch a

s, “

I pra

ctic

ed

my

4-ti

mes

tab

les

for

3 n

igh

ts

in a

ro

w w

ith

my

old

er b

roth

er

and

sco

red

100

per

cen

t o

n t

he

qu

iz t

hat

Fri

day

.”

Ho

mew

ork

an

d P

ract

ice

ave

rag

e ef

fect

siz

e =

.77

perc

enti

le g

ain

: 28

ho

mew

ork

pro

vid

es s

tud

ents

w

ith

th

e o

pp

ort

un

ity

to e

xten

d

thei

r le

arn

ing

ou

tsid

e th

e cl

assr

oo

m. h

ow

ever

, res

earc

h

sho

ws

that

th

e am

ou

nt

of

ho

mew

ork

ass

ign

ed s

ho

uld

va

ry b

y g

rad

e le

vel a

nd

th

at

par

enta

l in

volv

emen

t sh

ou

ld b

e m

inim

al. T

each

ers

exp

lain

th

e p

urp

ose

of

ho

mew

ork

to

bo

th

the

stu

den

t an

d t

he

par

ent

or

gu

ard

ian

, an

d t

each

ers

nee

d t

o

giv

e fe

edb

ack

on

all

ho

mew

ork

as

sig

ned

. res

earc

h s

ho

ws

that

st

ud

ents

sh

ou

ld a

dap

t sk

ills

wh

ile t

hey

are

lear

nin

g t

hem

. sp

eed

an

d a

ccu

racy

are

key

in

dic

ato

rs o

f th

e ef

fect

iven

ess

of

pra

ctic

e.

. pr

ovi

din

g a

ho

mew

ork

po

licy

and

co

mm

un

icat

ing

it t

o t

he

stu

den

ts a

nd

p

aren

ts.

. M

od

elin

g t

he

des

ired

ski

lls b

efo

re

allo

win

g p

ract

ice.

. r

evie

win

g le

arn

ing

go

als

of

ho

mew

ork

. .

ass

ign

ing

pra

ctic

e/ h

om

ewo

rk t

hat

ta

kes

into

acc

ou

nt

that

stu

den

ts n

eed

to

pra

ctic

e a

skill

at

leas

t 24

tim

es t

o

ach

ieve

mas

tery

. .

pro

vid

ing

op

po

rtu

nit

ies

for

stu

den

ts t

o

“sh

ape”

th

e p

ract

iced

ski

ll to

mak

e it

th

eir

ow

n.

. c

om

men

tin

g o

r p

rovi

din

g f

eed

bac

k o

n

ho

mew

ork

. .

Teac

her

s n

eed

to

dec

ide

wh

ich

ski

lls a

re

esse

nti

al t

o le

arn

; th

ose

ski

lls n

eed

to

b

e p

ract

iced

at

leas

t 24

tim

es. o

ther

, le

ss e

ssen

tial

ski

lls d

o n

ot

nee

d t

o b

e p

ract

iced

as

oft

en.

ch

arti

ng

acc

ura

cy a

nd

sp

eed

o

f th

eir

pra

ctic

e. s

tud

ents

h

ave

an a

war

enes

s o

f w

hen

m

ore

or

less

pra

ctic

e is

nee

ded

an

d a

re e

xpec

tan

t o

f re

sult

s.




Cat

ego

ry o

f In

stru

ctio

nal

St

rate

gie

sD

efin

itio

nW

hat

th

e te

ach

er

mig

ht

be

do

ing

:W

hat

th

e st

ud

ents

m

igh

t b

e d

oin

g:

No

nlin

gu

isti

c R

epre

sen

tati

on

sa

vera

ge

effe

ct s

ize:

.75

perc

enti

le g

ain

: 27

res

earc

h s

ho

ws

kno

wle

dg

e is

sto

red

in

tw

o f

orm

s: li

ng

uis

tic

and

no

nlin

-g

uis

tic

(rep

rese

nti

ng

kn

ow

led

ge

in

a fo

rm o

ther

th

an w

ord

s—vi

sual

ly,

kin

esth

etic

ally

, sm

ells

, tas

tes,

etc

.).

The

mo

re s

tud

ents

use

bo

th f

orm

s in

th

e cl

assr

oo

m, t

he

mo

re o

pp

ort

un

ity

they

hav

e to

ach

ieve

. rec

entl

y, u

se

of

no

nlin

gu

isti

c re

pre

sen

tati

on

s h

as

pro

ven

to

no

t o

nly

sti

mu

late

bu

t al

so

incr

ease

bra

in a

ctiv

ity.

Mo

del

ing

:

. T

he

use

of

gra

ph

ic o

rgan

izer

s

. T

he

crea

tio

n o

f p

hys

ical

mo

del

s

. T

he

crea

tio

n o

f m

enta

l pic

ture

s

. p

ictu

res

and

pic

tog

rap

hs

. k

ines

thet

ic a

ctiv

itie

s

cre

atin

g t

hei

r o

wn

:

. g

rap

hic

org

aniz

ers

. p

hys

ical

mo

del

s

. M

enta

l pic

ture

s

. p

ictu

res

and

pic

tog

rap

hs

. k

ines

thet

ic a

ctiv

itie

s th

at

illu

stra

te t

hei

r u

nd

erst

and

ing

o

f co

nce

pts

Co

op

erat

ive

Lear

nin

ga

vera

ge

effe

ct s

ize

= .7

3pe

rcen

tile

gai

n: 2

7

res

earc

h s

ho

ws

org

aniz

ing

stu

den

ts

into

co

op

erat

ive

gro

up

s yi

eld

s a

po

si-

tive

eff

ect

on

ove

rall

lear

nin

g. W

hen

ap

ply

ing

co

op

erat

ive

lear

nin

g s

trat

e-g

ies,

kee

p g

rou

ps

smal

l an

d d

o n

ot

ove

ruse

th

is s

trat

egy;

be

syst

emat

ic

and

co

nsi

sten

t in

yo

ur

app

roac

h.

Det

erm

inin

g t

he

clea

r p

urp

ose

fo

r w

ork

ing

in g

rou

ps

and

des

ign

ing

th

e g

rou

ps

(of

fou

r o

r le

ss)

in a

va

riet

y o

f w

ays,

kee

pin

g in

min

d

that

ab

ility

gro

up

ing

is le

ast

effe

c-ti

ve a

nd

sh

ou

ld b

e u

sed

sp

arin

gly

.

Wo

rkin

g in

info

rmal

, fo

rmal

, or

bas

e g

rou

ps

no

larg

er t

han

fo

ur.

If

ask

ed, t

he

gro

up

mem

ber

s sh

ou

ld b

e ab

le t

o a

rtic

ula

te a

cl

ear

pu

rpo

se f

or

wo

rkin

g

coo

per

ativ

ely.

stu

den

ts a

re

able

to

ind

epen

den

tly

reso

lve

dis

pu

tes,

ass

ign

ro

les,

an

d w

ork

to

get

her

co

op

erat

ivel

y.

Sett

ing

Ob

ject

ives

an

d

Pro

vid

ing

Fee

db

ack

ave

rag

e ef

fect

siz

e =

.61

perc

enti

le g

ain

: 23

sett

ing

ob

ject

ives

can

pro

vid

e st

ud

ents

wit

h a

dir

ecti

on

fo

r th

eir

lear

nin

g. g

oal

s sh

ou

ld n

ot

be

too

sp

ecifi

c; t

hey

sh

ou

ld b

e ea

sily

ad

apta

ble

to

stu

den

ts’ o

wn

ob

jec-

tive

s. r

esea

rch

sh

ow

s th

at f

eed

bac

k g

ener

ally

pro

du

ces

po

siti

ve r

esu

lts.

Te

ach

ers

sho

uld

man

age

the

form

th

at f

eed

bac

k ta

kes.

. en

cou

rag

ing

stu

den

ts t

o

per

son

aliz

e le

sso

n o

bje

ctiv

es

and

pro

vid

ing

ru

bri

cs w

ith

as

sig

nm

ents

to

hel

p s

tud

ents

m

easu

re t

hei

r o

wn

gro

wth

, as

wel

l as

get

fee

db

ack

fro

m t

he

teac

her

an

d/o

r p

eers

.

. pr

ovi

din

g le

arn

ing

co

ntr

acts

.

. p

erso

nal

izin

g le

arn

ing

go

als

wit

h “

I” s

tate

men

ts.

. U

sin

g r

ub

rics

/cri

teri

a to

sel

f-ev

alu

ate

thei

r o

wn

or

oth

er

stu

den

ts’ w

ork

.


sou

rces

: h

ttp

://w

ww

.mcr

el.o

rg/N

ewsr

oo

m/h

ott

op

icIn

stru

ctio

n.a

sp

Mar

zan

o, r

. J.,

No

rfo

rd, J

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sTaNDarD look-Fors FocUs oN The learNer

Focus on the Learner

This category focuses on looking at what students are doing, the instructional materials they are using,

the level of thinking they are working at, and the level of student engagement.

There are four specific look-fors in this category:

�. Identify student actions

This look-for focuses on what students are doing in the classroom. on the tool, you may check as many of

the student actions that you see.

The following is a list and description of student actions included in the tool:

Student Action Description

listening students are listening to the teacher, other students, or multimedia

(e.g., video, audio recordings, etc.).

reading students are reading print material or other text.

Writing students are engaged in a writing assignment and/or taking notes.

This does not include copying or writing homework instructions.

speaking students are engaged in discourse with the teacher and/or other

students.

Working with

hands-on materials

students are working with any type of hands-on material, including

content-specific manipulatives, real-world objects, scientific speci-

mens or artifacts, etc.

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sTaNDarD look-Fors FocUs oN The learNer, coNT.

�. Identify the instructional materials

This look-for focuses on the instructional materials that students are using in the classroom. on the tool,

you may check as many of the student actions that you see.

The following is a list and description of instructional materials included in the tool:

Instructional Materials Description

Textbook a published book (textbook, workbook) that is one of the core

instructional materials for a class.

published print materials This includes fiction and nonfiction books, magazines, newspapers, etc.

Worksheets These are sheets that often come from blackline masters. students

practice the same skill on multiple problems or questions.

lab/activity sheet These sheets are often compiled by the teacher and used by students

to complete an activity. They may include instructions for completing

an assignment and/or solving a problem.

content-specific manipulatives These are hands-on manipulatives specific to a content area. For

example, sound spelling cards, unifix cubes, and hand-held magnify-

ing glasses.

real-world objects These are frequently scientific objects or cultural artifacts that come

from the real world and are brought into the classroom.

student-created materials These are materials that students have made and are using.

oral student work is oral.

overhead/board/flip chart The teacher or student is using a material that can be shown to the

rest of the class, for example overhead, white board, smart board,

flip chart paper, etc.

hand-held technology These are hand-held technology tools. For example, calculators, tem-

perature probes, etc.

computer software This is software that runs on a computer.

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FocUs oN The learNer, coNT.sTaNDarD look-Fors

Video Video or other types of multimedia.

Web sites students are looking at Web sites on the Internet.

�. Determine the level(s) of student work

This look-for focuses on the cognitive level(s) at which students are working during this lesson.

higher-order thinking skills influence learning. Bloom’s taxonomy is a way to define the level of think-

ing being asked of students. There are six major categories in Bloom’s taxonomy that describe degrees

of cognitive difficulty: knowledge, comprehension, application, analysis, synthesis, and evaluation. These

categories are outlined on pages 36–38 of the binder.

The focus is on the level of thinking in which the students are engaged, rather than the level of ques-

tioning by the teacher. on the tool, you may check as many levels of Bloom’s taxonomy that you see.

on the Data summary sheet, found on page 85 of the binder, the six levels of Bloom’s taxonomy are

categorized as lower, middle, or higher. The tables on pages 36–38 of the binder also include this infor-

mation, but to summarize:

lower: knowledge and comprehension

Middle: application and anaylsis

higher: synthesis and evaluation

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Lower Level

Knowledge

Factual answers, recall, and recognitionRecalling appropriate, previously learned information, terminology, specific facts:

Who Match Identify Which one

What select enumerate how much

Why Describe label What does it mean

Where Define list What is the best one

When choose how omit

Comprehension

Translating, interpreting, and extrapolatingUnderstanding the meaning of informational materials:

state in your own words classify which are facts What does this mean cite

Is this the same as give an example Infer select the best definition

condense this paragraph show What would happen if state in one word

Indicate/explain what is happening What part doesn’t fit Tell explain what is meant

What expectations are there Translate read the graph, table What are they saying

select This represents What seems to be Match

Is it valid that What seems likely explain how in a graph, table

Which statements support

represent DemonstrateWhat restrictions would you add

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Middle Level

Application

applying information to new, unfamiliar situationsUsing previously learned information in new and concrete situations to solve problems that have single or best answers:

predict what would happen if explain use choose the best

statements that applyTell how much change

there would be

Transfer Judge the effects Determine produce

What would result Develop, solve Tell how, when, why, where Discover

Teach select collect Inform

Tell what would happen compute relate Identify the results of

establish predict

Analysis

Breaking down into parts, formsIdentifying motives or causes, making inferences, finding evidence to support generalizations:

Distinguish Break down What is a function of Identify

correlate What’s fact, opinion What assumption Diagram

What statement is relevant What motive is there Differentiate

related to, extraneous to

Not applicable What conclusions DistinguishWhat does author

believe

assume Make a distinction prioritizestate the point

of view of

What is the premise separate What ideas justify conclusion What ideas apply

subdivideThe least essential

statements areWhat literary form

is usedIllustrate

What inconsistencies, fallacies

What’s the main idea, theme

outlineWhat’s the

relationship between

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Higher Level

Synthesis

combining elements into a pattern not clearly there beforeApplying prior knowledge and skills to produce something new:

create how would you test Make up Develop/Initiate

Tell propose an alternative compose adapt

Integrate Make solve the following Formulate

categorize collaborate Do how else would you

plan generate rearrange choose/Design

state a rule Incorporate adapt

Evaluation

Judging the value of something according to some set of criteriaJudging the value of something:

appraise critiqueWhat fallacies, consis-tencies, inconsistencies

appearcriticize

Decide Find the errors Defend compare

Justify contrast conclude support

Judge InterpretWhich is more important,

moral, better, logical, valid, appropriate

�. Determine levels of class engagement

This look-for focuses on the level of student engagement. This can be accomplished by looking at student

behavior using a structure adapted from phillip c. schlechty.

Individual student engagement is important, and it is likely that there are many different levels of indi-

vidual engagement occurring simultaneously. rather than trying to determine each individual student’s

level of engagement, we’ll be identifying the level of “class engagement.”

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The following, adapted from p. c. schlechty (see below for sources), can help you identify the level of

learner and classroom engagement.

Levels of Learner Engagement

� engagement The type of engagement that occurs when the task, activity, or work the student is assigned is associated with a result that has clear meaning and immediate value to the student. For example, reading a book on a sport or hobby that is of interest to the student.

� strategic compliance

The kind of engagement that occurs when the assigned work has little or no inher-ent meaning or immediate value to the student, but the student associates it with extrinsic results that are of value. For example, reading a book in order to get a good grade on a test to qualify for college.

� ritualcompliance

The kind of engagement where the student is willing to expend whatever effort is necessary to avoid negative consequences, even though the student sees little mean-ing or value in the task. For example, completing the homework assignment in order to avoid being “grounded” during the weekend.

� retreatism The student is disengaged from the task, expends little or no energy attempting to comply with the demands of the task or the teacher, but does not act in ways that disrupt others; does not try to substitute other activities for the assigned task.

� rebellion The student summarily refuses to do the tasks assigned, acts in ways that disrupts others, and/or tries to substitute tasks and activities to which the student is commit-ted in lieu of those assigned or supported by the school and by the teacher.

Levels of Classroom Engagement

� highly- engaged

classroom

Most students are authentically engaged most of the time; little or no rebellion; limited retreatism; and limited ritual compliance.

� Well-Managedclassroom

strategic compliance is the dominant model of response. Because students are will-ing to be compliant, it is often mistaken for authentic engagement. observers must ask students the right question.

� Dysfunctionalclassroom

looks much like the well-managed classroom except for the presence of patterned rebellion. Many students actively reject the task assigned or substitute another activity to replace what has been assigned.

If you have the opportunity, ask students, “What are you learning?”

sources:schlechty, p. c. (2004). Shaking up the schoolhouse: How to support and sustain educational innovation. san Francisco: Jossey-Bass.schlechty, p. c. (2002). Working on the work: An action plan for teachers, principles, and superintendents. san Francisco: Jossey-Bass.


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sTaNDarD look-Fors FocUs oN classrooM eNVIroNMeNT

Focus on Classroom Environment

This category focuses on the elements in the classroom environment that support the specific lesson and

are in general conducive to learning. a classroom may be beautiful, but it still may not include specific

materials in support of the learning activity.

on the tool, you may check as many elements in the classroom environment that you see.

The following is a list of elements in the classroom environment that you will look for and questions to

guide these look-fors:

classroom environment guiding Questions

routines and procedures are

evident

. Do students appear to take appropriate ownership and respon-

sibility? Do they respect their classroom and their learning

community?. are classroom behavior agreements/expectations clear and

understood?. Is the classroom a safe and orderly environment?

Materials are available in the

classroom

. are resources available for students to use (e.g., literature, tech-

nology, measurement tools, manipulatives, and other instructional

supplies)?

students interact with the class-

room environment

. What is the room arrangement?

. Does it encourage quality work, access to help, and the ability to

hear and see directions, models, and/or peer work?. Does the arrangement promote collaboration and cooperation?. Is the environment aesthetically pleasing?

student work is displayed . Is the work current and relevant to the teaching objectives?. Does displayed work model quality work?

Models/exemplars of quality

student work are posted

. are writing rubrics visible?

. Is there evidence that students are writing, editing their work,

and then revising?. are expectations appropriately set by displays of model work?

scoring rubrics are

displayed/provided

. are scoring guides/rubrics posted?

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sTaNDarD look-Fors FocUs oN The NeeDs oF all learNers

Focus on the Needs of All Learners

This look-for asks you to consider whether you saw or heard evidence that every student in the class had

the opportunity to learn and achieve this lesson goal.

carol ann Tomlinson* describes differentiation as:

“ at its most basic level, differentiation consists of the efforts of teachers to respond to variance

among learners in the classroom. Whenever a teacher reaches out to an individual or small

group to vary his or her teaching in order to create the best learning experience possible, that

teacher is differentiating instruction.

“ Teachers can differentiate at least four classroom elements based on student readiness, inter-

est, or learning profile: (1) content—what the student needs to learn or how the student will

get access to the information; (2) process—activities in which the student engages in order to

make sense of or master the content; (3) products—culminating projects that ask the student to

rehearse, apply, and extend what he or she has learned in a unit; and (4) learning environment—

the way the classroom works and feels.”

In addition to all the look-fors for which you have collected data, other questions to consider include:

. are there supports for students’ varied learning styles (including english language learners and

special needs students)?. are there visual, auditory, and kinesthetic supports (e.g., examples of work, word lists, graphic

representations, hands-on materials, ability to consult with a peer or teacher)?

on the tool, check one box and quantify the extent to which you saw or did not see the teacher respond-

ing to the different learning needs in the classroom, or if you were unable to determine.

*source: Tomlinson, c. a. (2000). Differentiation of instruction in the elementary grades. (erIc Document reproduction service No. eD443572). retrieved July 22, 2006, from http://www.ericdigests.org/2001-2/elementary.html

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record notes from Walk #1 here.

cWT pracTIce Walk #1

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Collecting Data

AnalyzingData



Acting onthe Plan


12

3

4

56

7

CWT PROCESS

When collecting data and using either the hand-held tool or paper tool to collect data, you are looking for:

1. Identify a Focus

2. Focus on curriculum. Identify the learning objective(s). Determine whether the learning objective is evident to students. Determine whether the learning objective is on target for grade-level standards

3. Focus on Instruction. Identify the instructional practices. Identify the student grouping format. Identify research-based instructional strategies

4. Focus on the learner. Identify student actions. Identify the instructional materials. Determine the level(s) of student work. Determine levels of class engagement

5. Focus on classroom environment. What elements in the classroom environment support the learning objective?

6. Focus on the Needs of all learners. Do you see evidence that the teacher is responding to the different learning needs in the classroom?

cWT pracTIce reVIeW oF WalkThroUgh MoDel


cWT pracTIce Walk #2a


Time: subject:

grade: Focus:



objective(s):









for practice










Writing














Walk #2BcWT pracTIce


Time: subject:

grade: Focus:



objective(s):









for practice










Writing
















Time: subject:

grade: Focus:



objective(s):









for practice










Writing














cWT pracTIce Walk #3B


Time: subject:

grade: Focus:



objective(s):









for practice










Writing














cWT pracTIce Walk #4


Time: subject:

grade: Focus:



objective(s):









for practice










Writing
















Time: subject:

grade: Focus:



objective(s):









for practice










Writing













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“ If we don’t provide intellectually stimulating environments for teachers, why do we think they

will provide them for students?”

—art costa

schools are learning organizations—both for adults and for students—and reflective practice is a way for

teachers to learn with one another about their work with students. Doing this builds new knowledge and

understanding, capacity and recognition, and creates a community with shared goals. as the professional

learning in a school focuses on teaching and learning, it can raise student achievement.

What is reflective practice?

“ The reflective process is ‘…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 need to do to prepare.’”

—York-Barr, sommers, ghere, & Montie (2006)

reflective practice is:

. Taking a purposeful “time-out” to deliberately process thinking

. actively analyzing a situation while considering other viewpoints

. acquiring new awareness and understanding

. Taking action with newfound knowledge

Goals of Reflective Practice

The goals of reflective practice are to:

. stimulate teachers’ ability to analyze their teaching practices, thoughts, actions, and beliefs

. create a climate of trust, inquiry, research, and professional growth

reFlecTIoN oVerVIeW

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reFlecTIoN oVerVIeW, coNT.

When Does Reflective Practice Occur?

Structure of Group Meetings

reviewing the data collected leads to conversation and discussion and then action. Thinking about learn-

ing in groups enables the school community to bridge the gap between where it is and where it wants

to be in relation to improved learning and achievement. over time, this helps support a culture in which

everyone is a learner and ongoing professional development is the norm.

The structure used as part of Teachscape’s cWT process is meeting and reflecting in small groups.

“ although meeting in groups and teams is commonplace, reflection and learning in these situa-

tions are not.”

—York-Barr et al. (2006)

asking questions is one of the most powerful tools for making decisions and solving problems. The fol-

lowing pages outline a structure for group meetings that focus on interpreting data and identifying

action plans. The focus of the discussion is the patterns and trends that the group sees in the data col-

lected from classroom walkthroughs.

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reFlecTIoN oVerVIeW, coNT.

The structure for team reflection revolves around the following questions and is adapted from York-Barr

et al. (2006) and The Institute of cultural affairs (2000):

. What do you see?




Group Meetings Goal

The goal of group meetings is to generate conversations that:

. consistently produce intended outcomes

. create a genuine commitment to implementation of actions

The process for designing and implementing reflective team dialogue is designed to produce these types

of conversations, which don’t happen automatically. It is important to note that careful and thoughtful

planning and preparation are necessary to produce these types of conversations.

Managing Group Learning

“ productive learning does not ‘just happen’ in groups of children or adults. Design and planning

are important. There must be an intentional design to create a safe and productive learning

environment.”

—York-Barr et al. (2006)

Managing group learning is more complex than managing individual or partner learning. More design

work is required to elicit constructive participation by all members. clear expectations and structures

increase the likelihood that reflection, learning, and useful outcomes will actually result from group

interactions.

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The structure used for team reflection revolves around the following questions and is adapted from York-

Barr et al. (2006) and The Institute of cultural affairs (2000):

What do you see?

The purpose of this question is to engage everyone in the group and ensure that everyone has had the

chance to contribute facts and information to the conversation. The conversation is focused on what the

group sees in the data.

What do you think about it?

The purpose of this question is for participants to comment on what the data says and to elicit personal

feelings about, reactions to, and associations with the topic or issue selected as the focus.

What does this mean?

The purpose of this question is to get at the meaning, significance, and implications of the topic or issue.

What do we do now?

The purpose of this question is to move to action and identify future directions and next steps.

reFlecTIoN QUesTIoNs To gUIDe FocUseD reFlecTIoN

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reFlecTIoN groUp MeeTINg sTrUcTUre

The structure used to guide a group meeting that is focused on what is happening in the classroom is

described below. This process is adapted from York-Barr et al. (2006) and The Institute of cultural affairs

(2000) and guided by these questions:

. What do you see?




after you have completed the data analysis, identify one or two specific patterns or trends that you

would like to highlight during the team meeting.

Use the following structure to focus the conversation during the team meeting. The time allotments

assume the meeting is approximately 45 minutes, so depending on how long you have, you may need to

adjust the times.

Be sure that all participants take part in the discussion. This is important because having all members of

the group participate will build trust and collegiality.

Meeting Structure

�. Introduction

Time estimate: 2–3 minutes

Purpose: establish the purpose, expectations, and outcomes for the meeting. Discuss meeting norms.

�. What do you see?


Purpose: For participants to have a chance to look at the data and articulate what they see.

Steps:

1. select 2–3 questions from the list below.

2. ask the first question and have several participants respond to it.

3. change questions after every two or three responses to prevent redundancy.

4. Do not record responses to the questions at this time.

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reFlecTIoN groUp MeeTINg sTrUcTUre, coNT.

Question prompts:

. What do you see?

. What do you notice?

. What stands out?

. What jumps out?

. What catches your attention?

�. What do you think about it?


Purpose: For participants to comment on what the data says.

Steps:

1. select 2–3 questions from the list below. similar types of questions are grouped together.

2. For each question, ask for a variety of responses from several different participants.


4. again, do not record responses to the questions at this time.

Question prompts:

. What seems clear?

. What seems unclear?

. What concerns you?

. What pleases you?

. What surprises you?

. What gives you confidence?

. Where is more work needed?

. What seems the most critical?

�. What does this mean?

Time estimate: 20 minutes

Purpose: For participants to begin to reflect on the data analysis the group has done so far.

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Steps:

Part �

1. select 2–3 of the general questions from the list below.

2. For each question, ask for a variety of responses from several different participants.


4. again, do not record responses to the questions at this time.

Part �

5. Next, select one specific question that is related to the highlights or trends that you identified

prior to the meeting. see page 64 of this binder.

6. Divide the group into smaller groups (e.g., 2–3 members) and ask each group to discuss, record,

and be prepared to share their response to the question you selected.

Part �

7. have each group share a summary of their discussion.

8. after each small group has shared out, facilitate a whole-group discussion looking at patterns,

trends, and commonalities.

General question prompts:

. What seems to be the central issue or key problem area?

. What questions does this raise?

. What insights are beginning to emerge?

. What kinds of changes might we need to make?

. What kinds of decisions might we need to make as a group?

�. What do we do now?

Time estimate: 10 minutes

Purpose: To identify the specific action plan that the group will implement over the next 4–6 weeks.

Steps:

1. Using the question prompts in the list below, facilitate a discussion where the group selects and

commits to a specific action plan.

2. Use the action planning Template at the end of this section to document the plan developed. Be

sure that the group identifies all of the following:. specific actions to take. any preparation needed. Timeline: when to start, and who will do what by when

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Question prompts:

. What actions will we take?

. What will we do differently?

. What do we need to do in order to take action?

. What does this mean for future lessons?

. What are we committing to?

. When will we start? Who will do what? By when?

�. Closing


Purpose: To confirm actions and expectations; reiterate important ideas/learning and time frame.

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The following question prompts can be used to help facilitate discussion during team meetings.

What do you see?

. What do you see?

. What do you notice?

. What stands out?

. What jumps out?

. What catches your attention?

What do you think about it?

. What seems clear?

. What seems unclear?

. What concerns you?

. What pleases you?

. What surprises you?

. What gives you confidence?

. Where is more work needed?

. What seems the most critical?

What does this mean?

. What seems to be the central issue or key problem area?

. What questions does this raise?

. What insights are beginning to emerge?

. What kinds of changes might we need to make?

. What kinds of decisions might we need to make as a group?

What do we do now?

. What actions will we take?

. What will we do differently?

. What do we need to do in order to take action?

. What does this mean for future lessons?

. What are we committing to?

. When will we start? Who will do what? By when?

source: The Institute of cultural affairs. (2000). ToP® Group Facilitation Methods. phoenix, az: author.

reFlecTIoN geNeral QUesTIoN proMpTs

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The following question prompts are focused on specific look-fors in the standard tool and can be used to

help facilitate discussion during team meetings.

Focus on Curriculum

. how do you decide the learning objective when students are working at such a variety of levels?

. how do you determine the ways in which students are able to assess their own work?

. What criteria do you take into account when creating rubrics to improve student performance?

. how do you establish the type of assessment you will use to measure student performance?


. When planning a lesson, what thinking goes into choosing the array of strategies you will use to

reach diverse learners?. When a lesson is complete, how do you decide in what ways you will extend the learning?. What criteria do you use when arranging groups of students for cooperative learning?. how do you select the ways to assist students in seeing the connections between what they already

know and integrating new skills?. If a student is having a difficult time sticking to a task, how do you decide what techniques you will

use to help the student reconnect?


. What considerations go into choosing the reference materials for students to use?

. What factors go into determining when to supplement the adopted text with additional materials?

. how do you determine what kinds of questions to ask the students as they work?

. What factors go into deciding what level of tasks to assign?

. What do you consider when constructing ways to relate class work to the things students care about/

are most interested in?. What considerations go into the creation of procedures for students to follow when they need extra

help?

Focus on Classroom Environment

. how do you decide which student work will be displayed in the classroom?

. What thought processes do you go through when establishing classroom management procedures?

Focus on the Needs of All Learners

. What things do you consider when adjusting lessons to address various levels of learning?

reFlecTIoN specIFIc QUesTIoN proMpTs

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reFlecTIoN TeMplaTe: groUp MeeTINg sTrUcTUre

�. Introduction

Notes:


Question prompts to use:







�. Closing

Notes:

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The following is a list of things to consider before beginning group reflection:

. how many people will be in your group?

. Who are the group members?

. how will you group participants?

. how much time will you allot for the conversation?

. how will you document ideas emerging from the reflection?

. how will you maintain an environment that is:

– safe, respectful, collegial?

– Focused on student learning and improving the instructional program?

reFlecTIoN coNsIDeraTIoNs For groUp reFlecTIoN

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�. Introduction

Notes:









�. Closing

Notes:

TeMplaTe: groUp MeeTINg sTrUcTUrereFlecTIoN


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Overview

a classroom walkthrough should take no more than 4–7 minutes. You should have the goal of visiting

every classroom every week. These visits should be at different times of the day and on different days of

the week.

Doing Classroom Walkthroughs

. set aside time every day to do classroom walkthroughs.

. spend 4–7 minutes in each classroom. Most times, spending 4 minutes is enough time to look for

everything on the tool. The range allows you to stay longer if that will help you to discern some-

thing, and as you begin content-focused walks, you may wish to spend a few minutes more.. When the time is up, finish recording your walkthrough data outside the classroom.

Guidelines for CWTs

. Take the picture; avoid becoming part of the picture

. Use a wide lens to view the teacher’s plan book, teaching materials, and student materials

. Interact with students as appropriate

. stay within the designated time frame for each cWT; honor the process with teachers

CWT Tools to Use in Practice

The following tools are used as part of Teachscape’s classroom Walkthrough process:

. Data collection tool (paper version or on pDa)

. Teachscape’s online platform for data analysis and reporting

. protocol for group reflection meetings

. action planning Template

IMpleMeNTaTIoN cWT IN pracTIce

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Building Trust

Trust is the foundation for the implementation process. Build trust with your staff. Be clear from the start

that the walkthrough process is not a focus on individual teachers or classrooms but a way of increasing

achievement school-wide. The process is about building support and community.

share the CWT Overview section of the cWT binder with your staff. Make sure they understand the

distinct differences between a walkthrough and an evaluation. show the powerpoint presentation that

is included on the cD. plan an opportunity for teachers to conduct a sample walkthrough. Focus on the

goal of building a supportive, reflective community of learners at your school.

IMpleMeNTaTIoN FoUNDaTIoN oF IMpleMeNTaTIoN: TrUsT

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Suggested Steps and Questions to Consider

Step �: Develop district and school guidelines, inform and involve teachers, schedule time, and create an

internal support system.

Consider: how will you…

. Develop district and school guidelines for the cWT process?

. Inform and involve teachers/develop and build trust from the start?

. create an internal support system/gain help from support staff?

. create “sacred” time blocks for cWTs and eliminate current “time wasters” from your schedule?

Step �: Inform the larger community, involve other principals, and increase faculty involvement.

consider: how will you…

. Inform parents and students about the cWT process?

. Involve principals from other school sites? set up (monthly?) meetings for principals to perform cWTs

and reflect together?. receive feedback from teachers about the cWT process? (Where, when, and how often? Individually

and/or at grade-level and staff meetings?). Use the talent, skills, and resources of teacher leaders?

Step �: Use CWTs to assist in setting professional development goals; share, reflect upon, and fine-tune

the CWT Process.

Consider: how will you…

. Think about trends and patterns in your data that need attention?

. Develop action plans that address your concerns in the walkthrough data?

. celebrate the progress that you see in the data?

. Develop professional development goals and ensure that teachers are involved in this process?

. share and reflect upon the cWT experience with teachers, principals, and others?

. seek online support?

IMpleMeNTaTIoN creaTINg aN IMpleMeNTaTIoN plaN

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Month 1After CWT Seminar Day �

. Meet to determine:

- amount of time principals will spend doing classroom walkthroughs

- Ways the district can support the initiative, such as limits on time for meetings, community

support, etc.

- plan for communication with parents/staff/students

- plan for internal support at school site. Identify and reduce/eliminate “time wasters” . Develop plan for more effective use of time. Block periods of time that will be sacred for classroom walkthroughs. conduct practice walks in preparation for Day 2 session

Month 2. communicate with staff, parents, students, and community about classroom walkthroughs. set up internal support system at school site. get feedback from teachers and monitor and adjust. hold the district principal meeting at a school site; complete a walkthrough in two classrooms and

debrief after each one . provide opportunity for teachers to reflect during faculty meeting. Utilize talents/skills/resources of teacher leaders

Month 3Following Day � CWT Session

. District principal meeting at a school site; complete a walkthrough in two classrooms and debrief

after each one. conduct a walkthrough in each classroom each week. provide opportunity for teachers to reflect during faculty meeting. Utilize talents/skills/resources of teacher leaders

Month 4. Use walkthrough data to develop an action plan

1. analyze the data to identify trends and patterns

2. Decide what concerns you want to raise and/or areas to celebrate

3. arrange a meeting or series of meetings with teachers

4. analyze and reflect on the data with teachers

5. Determine a plan of action

6. Take the action

IMpleMeNTaTIoN saMple IMpleMeNTaTIoN plaN

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. District principal meeting at a school site; complete a walkthrough in two classrooms and debrief

after each one. conduct a classroom walkthrough in each classroom each week. provide opportunity for teachers to reflect during faculty meeting. Determine a professional development need based on patterns and trends from classroom walk-

through data and student achievement data

Month 5. Monitor the implementation of the action plan. conduct a walkthrough in each classroom each week. provide opportunity for teachers to reflect during faculty meeting. evaluate the progress on the plan and decide whether to change the focus. reflect with teachers on walkthrough data and determine course of action

Month 6. District principal meeting at a school site; complete a walkthrough in two classrooms and debrief

after each one. conduct walkthrough in each classroom each week. Faculty brainstorm professional development needs based on patterns in classroom walkthrough

data and student achievement data. provide opportunity for teachers to reflect during faculty meeting

Month 7. District principal meeting at a school site; complete a walkthrough in two classrooms and debrief

after each one. conduct classroom walkthrough in each classroom each week. reflect with teachers on walkthrough data and determine course of action. Develop professional development plan for the next school year based on patterns in classroom

walkthrough data and student achievement data. provide opportunity for teachers to reflect during faculty meeting

Month 8. District principal meeting to debrief from use of classroom walkthroughs and plan for coming year. conduct walkthroughs in each classroom each week. reflect with teachers on walkthrough data and determine course of action. Finalize professional development plan for the next school year based on patterns from classroom

walkthrough data and student achievement data

IMpleMeNTaTIoN saMple IMpleMeNTaTIoN plaN, coNT.

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Between now and the Day � session, I resolve to:

1. Inform teachers, support staff, and students about the process. Work positively with my district on

any union issues or teacher concerns. show powerpoint, ask for feedback, and work on building

trust.

2. conduct _____ (#) cWTs each week. (Begin with all classrooms? a small group?)

3.

4.

IMpleMeNTaTIoN seTTINg persoNal goals


Month

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Month

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Month

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Month

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Month

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Month

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Month

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Month

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Month

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Month

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goals: 10-MoNTh plaNNerIMpleMeNTaTIoN


acTIoN plaNNINg TeMplaTeIMpleMeNTaTIoN

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1. arrange a sample classroom walkthrough for your staff using the powerpoint and video on the cD

that is provided with this training

2. Meet with committee of teachers to establish a walkthrough policy and to get input about the design

of the walkthrough protocol

3. arrange day to prioritize walkthrough visits to classrooms

4. log visits on a calendar

5. record all visits on the walkthrough protocol calendar

6. review both supportive and nonsupportive evidence to plan professional development

7. schedule group walkthrough visits as needed

8. schedule study groups to discuss issues around core educational practices

9. reflect with teachers about walkthrough data on a regular schedule

10. set a course of action with deadlines for implementing improvements

IMpleMeNTaTIoN TIps For hoW To geT sTarTeD

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1. Find blocks of time to make phone calls

2. sort mail (email) before you read it

3. place nonessential operational items second on your priority list

4. ask the office staff to say that you are in classrooms observing teaching and learning when you are

not in the office

5. ask the office staff to remind you/interrupt you when it’s time to leave the office and visit classes

6. Work with teachers to keep most discipline issues at the classroom level

IMpleMeNTaTIoN TIMe MaNageMeNT TIps


Successes Challenges Questions

IMpleMeNTaTIoN NoTes page 1: sUccesses, challeNges, QUesTIoNs


Successes Challenges Questions

Implementation

Number of CWTs

Completed

CWT Process

Patterns and Trends in

Data Collected

IMpleMeNTaTIoN NoTes page 2: sUccesses, challeNges, QUesTIoNs

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NoTes page: NeW IMpleMeNTaTIoN IDeasIMpleMeNTaTIoN

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DaTa aNalYsIs oVerVIeW

In this phase, you will enter and organize the data using Teachscape’s online platform, and analyze data

to identify trends and patterns. You will look for areas of concern and those to celebrate or reinforce.

here, the emphasis is on identifying patterns and trends rather than focusing on what is happening in

individual classrooms.

The cWT data analysis tool can:

. highlight areas of focus

. Identify patterns and trends

. provide a picture of curriculum and instruction over time

once classroom walkthrough data has been collected, there are two ways for the data to be entered into


. enter data from the paper tool directly into the Teachscape platform. see the Data Entry section of

the cWT binder for information on how to access and enter data. . Use the pDa. By using the pDa, your walkthrough data is automatically uploaded to Teachscape’s

platform. see the Data Entry section of the cWT binder for more information.

once data is entered into the platform, you are able to run several types of reports. You will summarize

and analyze walk data by subject, course, grade level, and/or area of focus. see the Reporting section of

the cWT binder for information on running reports. From the data analysis, you will identify 1–2 priority

areas for team reflection.

The Analysis Process

You can either run reports on Teachscape’s online platform or use the Data summary sheet provided in

this section to:

. acquire and analyze information about focus areas

. reflect on the cWT process itself

. choose a walkthrough area of focus for use during team reflection meetings

. Identify action steps


School __________________________________________________________________________

Dates from _________________________________ to _________________________________

Total number of

walks

Look-For . . .Focus on Curriculum

Learning objective(s)/learning expectation:Is it evident to students what they are toknow and be able to do?

evident

Not evident

Unable to determine

On target for grade-level standards:Is the teaching target aligned to theappropriate grade level/course? Does the content being addressed align to the scope and sequence?

Yes

No

Unable to determine


Instructional practices:

list the instructional practices being utilized.

Grouping format:

Whole group

small group

paired

Individual

Research-based instructional strategies, teacher led:

Identifying similarities and differences

summarizing/note-taking

reinforcing effort/recognition

homework/practice

Nonlinguistic representations

cooperative learning

setting objectives/feedback

generating/testing hypotheses

cues/questions/advance organizers

DaTa aNalYsIs DaTa sUMMarY sheeT


Focus on Instruction, cont.

Research-based instructional strategies, student led:

Identifying similarities and differences

summarizing/note-taking

reinforcing effort/recognition

homework/practice

Nonlinguistic representations

cooperative learning

setting objectives/feedback

generating/testing hypotheses

cues/questions/advance organizers


Identify student actions:

What are students doing as part of the activity?

Instructional materials:

list the instructional materials being used.

Level(s) of student work:

at what level of Bloom’s are the student work and learning activities?

higher

Middle

lower

Classroom engagement:

To what extent is the class engaged in authentic learning?

highly engaged

Well managed

Dysfunctional

DaTa sUMMarY sheeT, coNT.DaTa aNalYsIs


Focus on classroom environment

Does the learning environment support lesson?

routines and procedures are evident

Materials are available in the classroom

students interact with the classroom environment

student work is displayed

Models/exemplars of student work are posted

scoring rubrics are displayed

Focus on the Needs of all learners

Do you see evidence that the teacher is responding to the different learning needs in the classroom?

a lot

some

None

Unable to determine

DaTa sUMMarY sheeT, coNT.DaTa aNalYsIs


School __________________________________________________________________________

Dates from _________________________________ to _________________________________

Total number of

walks36


la/3 la/4 la/5 la/6


evident 2 3 4 5

Not evident 8 4 4 3

Unable to determine 1 2 0 2


Yes 1 4 3 3

No 5 2 2 3





presentation 6 7 0 4

Discussion 8 3 5 3

Modeling 5 3 2 3

providing opportunities for practice 1 0 2 1

Grouping format:

Whole group 3 6 5 4

small group 3 0 4 3

paired 2 2 4 4

Individual 3 2 3 5


Identifying similarities and differences 2 0 1 1

summarizing/note-taking 0 0 1 0

reinforcing effort/recognition 2 4 5 4

homework/practice 3 2 1 2

Nonlinguistic representations 1 3 2 2

cooperative learning 1 2 1 2

setting objectives/feedback 2 3 5 3

generating/testing hypotheses 0 0 1 1

cues/questions/advance organizers 3 4 2 3

DaTa aNalYsIs saMple DaTa 1


Focus on Instruction, cont. la/3 la/4 la/5 la/6














listening 5 3 4 8

speaking 3 4 2 2

reading 2 5 2 3


1 2 2 2

other 4 3 4 2


list the instructional materials being used. Textbook 6 7 0 4

published print materials

0 3 5 3

content-specific materials

5 3 2 3

overhead/board/ flip chart

1 0 2 1



higher 0 1 0 1

Middle 1 2 2 3

lower 7 4 5 3



highly engaged 1 1 2 1

Well managed 5 4 5 4

Dysfunctional 4 3 1 2

saMple DaTa 1, coNT.DaTa aNalYsIs


Focus on Classroom Environment la/3 la/4 la/5 la/6



2 3 3 3


2 5 3 3


4 3 2 5


5 0 0 0


7 5 3 2


2 1 4 3



a lot 3 2 5 1

some 2 3 4 4

None 8 5 4 3


DaTa aNalYsIs saMple DaTa 1, coNT.


School __________________________________________________________________________

Dates from _________________________________ to _________________________________

Total number of

walks42


alg1 geom alg2 a-lab


evident 2 3 4 1

Not evident 8 5 4 6



Yes 1 3 3 0

No 5 2 2 3





Worksheets 6 7 0 4

lecture 8 3 5 3

Teacher-directed Q and a 5 3 2 3

providing directions/instructions 1 0 2 1

Grouping format:

Whole group 8 6 5 7

small group 2 0 0 3

paired 0 0 0 1

Individual 6 4 5 3











DaTa aNalYsIs saMple DaTa 2


Focus on Instruction, cont. alg1 geom alg2 a-lab














listening 7 4 5 5

reading 4 1 3 3

Writing 1 2 2 2

speaking 4 2 7 3


list the instructional materials being used. overhead/board/ flip chart

8 7 6 6

Textbook 5 5 7 4

lab/activity sheet 2 5 2 1

real-world objects 0 2 0 0



higher 0 1 0 0

Middle 1 2 2 0

lower 7 4 5 5



highly engaged 1 1 2 0

Well managed 5 4 5 4

Dysfunctional 4 3 1 2

saMple DaTa 2, coNT.DaTa aNalYsIs


Focus on Classroom Environment alg1 geom alg2 a-lab



2 3 3 1


4 3 1 2


3 4 2 1


2 1 2 0


1 2 0 4


1 1 2 0



a lot 4 2 1 3

some 0 1 2 1

None 5 6 4 5


DaTa aNalYsIs saMple DaTa 2, coNT.

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There are two ways for classroom Walkthrough data to be entered into Teachscape’s online platform.

. enter data from the paper tool directly into the Teachscape platform. This section, along with an

online resource, provides information on how to access and enter data from the paper tool into the

platform. a copy of the paper tool can be found in the Resources section of this binder.

. Use the pDa. By using the pDa, your walkthrough data is automatically uploaded to Teachscape’s

platform. This section, along with an online resource, provides more information. The wireless tech-

nology will upload data from your classroom walks into the Teachscape platform automatically when

it recognizes a cellular or WiFi connection.

This section of the participants’ binder contains information on the following related to cWT on the

Teachscape platform:

. accessing the cWT workspace

. Data entry tools

. Manual data entry

. Data entry via a wireless device

. Managing entries

DaTa eNTrY oVerVIeW

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DaTa eNTrY DaTa eNTrY oN The Teachscape plaTForM

on the Teachscape platform, you will have the ability to both enter new walkthrough data and manage the

data that is already stored there, as well as the ability to create and run customized reports. all data will

be aggregated and viewed in the reports regardless of the method used to enter it into the system. see the

Reporting section of this binder for more information on creating, running, and sorting customized reports.

log in to Teachscape using your username and password. You will see the classroom Walkthrough

workspace on “my desk.”

Manual Data Entry

1. click on “click to enter” to access the classroom Walkthrough workspace.

2. once you enter the cWT workspace, you will see a welcome message. on the left side, click on the

cWT icon.

3. The walkthrough data entry and reporting tools are available through three tabs. each time you enter

the classroom Walkthrough workspace, you will begin with the “reports” tab. To enter new walk-

through data, click on the “enter data” tab. To manage data, click on the “manage entries” tab (see

page 97 of the binder for details).

4. clicking on the “enter data” tab will lead you to the online data entry tool.

5. Be sure to complete all the information in the “parameters” section of the tool.

6. Next, fill in all relevant text fields and check boxes, recording the same information as on the paper

tool. In the online tool, you also have the ability to record notes related to a walkthrough. remember

that accurate and complete labeling is key to running valid reports.

7. When you have finished entering the data, click on the “save” button located at the bottom of the

page. once you have clicked on “save,” there will be a message above the parameters that says,

“response has been successfully saved.”

8. If you are finished entering walkthrough data, you are ready to navigate to other parts of the

classroom Walkthrough workspace. If you would like to add more data, fill in the blank recording

sheet and click on “save” to submit.

Data entry troubleshooting:

. You can stop and save an entry at anytime. however, be sure to return and finish the entry so that

your data will be complete and accurate.

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Data Entry Via a Wireless Device Using the CWT Software

If you are entering data via a wireless device, you will need to have the cWT software downloaded to the

device prior to using it as a data entry tool. refer to the information provided to you for details on set-

ting up and using your wireless device.

DaTa eNTrY DaTa eNTrY oN The Teachscape plaTForM, coNT.

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after you have entered data into the Teachscape platform manually or via a wireless device, you can view

and edit your entries on the “manage entries” page. You can view the entries in a variety of meaningful

ways. For example, you can change your view of the list or the contents of the list altogether.

1. log in to Teachscape and access the classroom Walkthrough workspace.

2. If you want to find, sort, or edit data that has already been added, click on the “manage entries” tab.

3. This page will display a list of all the walks for which data has been entered. You can sort and edit

data from this page.

View or edit an entry:

To view or edit an entry, click on the pencil icon of the entry you wish to view. When you have finished

viewing the entry, click on the “save” button at the bottom of the page. You should click on “save” each

time you finish viewing an entry, even if you have not made any changes.

If you wish to delete an entry entirely, click on the corresponding “X” icon in the list.

View all entries:

The default view for the “manage entries” page is a list of the entries sorted from newest to oldest. In

this view, you can have easy access to your most recent entries as well as all other entries.

Sorting the list:

There are two ways to sort the list. You can use the parameters at the top to specify which records you

would like to find. select from the drop-down menus what you would like to have as the parameters of

your list (e.g., grade: 5). after selecting all parameters that apply, click on the “Update” button. This will

update your view of the entries.

You can also sort a list by clicking on the title of a column.

MaNagINg WalkThroUgh DaTaDaTa eNTrY

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creating and running custom reports enables you to access aggregated data from your classroom walk-

throughs. The reports available on the Teachscape platform are designed to help you analyze data for

trends and patterns and identify areas for celebration and/or focus.

This section contains information on:

. creating a new custom report

. accessing custom reports you’ve already set up

. running reports

. printing reports

. Questions to ask about reports

Accessing CWT on the Teachscape Platform

1. log in to Teachscape using your username and password. You will see the classroom Walkthrough

workspace on “my desk.”

2. click on “click to enter” in the classroom Walkthrough workspace.

3. once you enter the cWT workspace, click on the cWT icon. This will bring you to the “reports” section

of the classroom Walkthrough workspace.

reporTINg oVerVIeW

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Creating Custom Reports

The reporting functionality enables you to create custom reports in which you specify the parameters

that you are interested in.

1. To create a new custom report, click on the “reports” tab.

2. click on “click here to create a new report”. This will bring you to a page where you can define all the

parameters for that specific report.

3. There are three types of parameters that you can select from in the report.

. logistical Information: In the top section, called “Filter entries,” choose items from the drop-down

menus to select your parameters. once you select the entry, it will appear above the drop-down

menu. For example, if in the drop-down menu for grade level you select “add: 2”, then you will see

a 2 appear above the menu.

To add more than one item, select as many items from the list as you would like. or select “add all”

to select all.

keep in mind that having too much information in a report form may not create the most useful

report. see Questions to ask about reports in this Reporting section of the participants’ binder for

tips and considerations regarding data analysis and running reports.

. Identifying Items to compare: In this section, called “comparisons,” identify the items that you

would like to compare.

. Identifying the Walkthrough look-Fors: In this section, called “Walkthrough look-Fors,” click on the

items you wish to include in the report.

4. To preview the report, click on the “preview report” button. If you want to save this report, return to

the walkthrough look-fors page, name the report, and then click on “save report”. give your report a

unique and meaningful name, considering its content and use.

creaTINg aND VIeWINg cUsToM reporTsreporTINg

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Viewing Custom Reports

When you click on the “reports” tab, it defaults to a view of all custom reports starting with the most

recent. From this page you can access, run, and/or modify your personal list of custom reports.

View a custom report:

From the list of custom reports, click on the name of the report. This will run and open the report. If new

data has been entered since the last time this custom report was run, this data will be included in the

report run (provided the parameters defined for the report permit the data to be included, e.g., date

range). You may wish to run the same custom report periodically as new data is collected and entered.

Modify a custom report:

If you wish to modify the parameters of a custom report, such as changing the date, click on the pencil

icon of the report you wish to run. In this window you may change the parameters of the custom report.

When complete, give the report a meaningful name and click on the “save report” button.

Delete a custom report:

To delete a report, click on the “X” icon of the report you wish to delete.

Sort the list of custom reports:

You can sort the list of custom reports by clicking on the title of a column and then clicking on the

“sort” button.

Print a report:

You can print a report by clicking on the “print report” button.

reporTINg creaTINg aND VIeWINg cUsToM reporTs, coNT.

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Data reports can be extremely helpful. They can help you:

. look for patterns

. compare data

. see change over time

. set goals

. Make instructional practices known

. Inform decisions

It’s always important to be cognizant of what you can and cannot say about what a particular data set

tells you. When viewing and analyzing data reports, be sure to ask good questions about the report:

. What are the parameters of the data that defined this report?

. how many entries are represented in the data?

. are the selected parameters and/or number of entries enough to inform decisions and goal setting?

. are differences in data significant enough to justify a change in practice and/or goals?

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cWT participants have access to online follow-up resources to support their training and implementation

of classroom Walkthrough. The resources are:

. Introduction to Classroom Walkthrough with Reflective Practice

. Classroom Walkthrough: Implementation

. Classroom Walkthrough: Data Analysis and Reflection

. Classroom Walkthrough: Using Tools to Collect and Report Data

Below is a brief description of the content of the four resources.

Introduction to Classroom Walkthrough with Reflective Practice

This online resource is an overview and includes an explanation of the cWT process, information about

the look-fors in the walkthrough tool, and information about the research and standards that informed

the design of cWT.

Classroom Walkthrough: Implementation

This online resource provides opportunities to practice walkthroughs via video. The classroom video

examples are in multiple content areas and include both elementary and secondary examples. In addition

to classroom video, there are suggestions of strategies that have been used in successful implementation

of walkthroughs.

Classroom Walkthrough: Data Analysis and Reflection

This online resource provides information about how data can inform reflection, goal setting, and deci-

sion making. It offers guidelines for identifying and analyzing useful data. additionally, this resource

explains how reflective practice can stimulate teachers’ ability to analyze their teaching practices,

thoughts, actions, and beliefs. It offers support in using the cWT reflective practice group meeting struc-

ture to help analyze the data and make actionable plans.

Classroom Walkthrough: Using Tools to Collect and Report Data

This online resource provides information on accessing the Teachscape platform and is a guide to navigat-

ing the cWT workspace on the platform. Included are tips on data entry, managing entries, and running

reports. This resource also offers help in troubleshooting and resolving technical issues. additionally, it

provides an overview of how to use a wireless device as a data collection tool.

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resoUrces seVeN-phase process

The following is a summary of Teachscape’s seven-phase classroom Walkthrough process and the specific

tools that are used during each phase. The cWT process happens iteratively over a 6- to 10-week cycle.

Planning with a Focus Description:

In this phase, the leadership team identifies a focus to guide the walk-

through. The area of focus may be determined by school priority, an

area of continued development, student achievement data, professional

development initiatives, implementation of new initiative or program,


Collecting Data Description:

In this phase, you will create a schedule for doing walkthoughs and

gather data that reflects the area of focus.

Tool:

The standard tool used to collect data is available in two forms—a paper

version and on a pDa.

The data collection tool gathers information about the following:. Walkthrough Focus. Focus on curriculum. Focus on Instruction. Focus on the learner. Focus on classroom environment. Focus on the Needs of all learners

Analyzing Data Description:

In this phase, you will enter and organize the data using Teachscape’s

online platform, and analyze data to identify trends and patterns. look

for both areas of concern and those to celebrate or reinforce. You will

be able to summarize and analyze walk data in several ways, such as by

subject, course, grade level, and/or area of focus. You will identify 1–2

priority areas for team reflection.

Tool:

Teachscape’s online platform enables you to run several types of reports

so that the data analysis focuses on the patterns and trends rather than

organizing the data.

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Reflecting on the Data Description:

In this phase, you will lead small-group reflective meetings with teach-

ers and share the data, highlighting the patterns and trends, through

a focused conversation protocol. You will lead the team to develop an

action plan based on the data. The reflection meeting protocol is struc-

tured around these questions:. What do you see?. What do you think about it?. What does this mean?. What do we do now?

Tool:

a protocol for focused conversation is used to guide small-group

meetings.

Identifying Action Plan Description:

In this phase, the team develops a series of action steps based on the

walk data from using the focused conversation protocol. The action steps

are documented and shared with all, including making sure that account-

ability for who does what, and by when, is clear. The team also deter-

mines support necessary for implementation of the action steps.

Tool:

an action planning Template is used during this phase.

Acting on the Plan Description:

In this phase, the team implements their agreed-upon action plan and

within the time frame established. The plan is supported by all.

Evaluating Action Plan Description:

In this phase, the action plan is monitored. reviewing and evaluating the

effectiveness of the action plan helps to determine next steps—either to

continue the focus or to identify a new focus and continue with the cycle.

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seVeN-phase process graphIc


Collecting Data

AnalyzingData



Acting onthe Plan


12

3

4

56

7

CWT PROCESS

resoUrces

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sTaNDarD ToolresoUrces


Time: subject:

grade: Focus:



objective(s):









for practice










Writing













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�. Introduction

Notes:









�. Closing

Notes:

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ion

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?

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Between now and the Day � session, I resolve to:

1. Inform teachers, support staff, and students about the process. Work positively with my district on

any union issues or teacher concerns. show powerpoint, ask for feedback, and work on building

trust.

2. conduct _____ (#) cWTs each week. (Begin with all classrooms? a small group?)

3.

4.

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Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

Month

__________________

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BIBlIographY BIBlIographY

Conducting Classroom Walkthroughs

Barnes, F., & Miller, M. (2001). Data analysis by walking around. The School Administrator, 58(4), 20–22, 24–25.

Barnes, F., Miller, M., & Dennis, r. (2001). Face to face. Journal of Staff Development, 22(4), 42–43, 47.

Frase, l., & hetzel, r. (1995). School management by wandering around. lanham, MD: scarecrow press.

ginsberg, M. B. (2001). Data-in-a-day technique provides a snapshot of teaching that motivates. Journal of Staff Development, 22(2), 1–10.

ginsberg, M. B., & Murphy, D. (2002). how walkthroughs open doors. Educational Leadership, 50(8), 34–36.

good, T. l., & Brophy, J. e. (2002). Looking in classrooms (9th ed.). Boston: allyn & Bacon.

Johnston, h. (2003). Leadership by walking around: Walkthroughs and instructional improvement. available from The principals’ partnership Web site: www.principalspartnership.com/feature203.html.

Northwest regional educational laboratory. (2001). Listening to student voices self-study toolkit: Data in a day. retrieved august 9, 2006, from http://www.nwrel.org/scpd/scc/studentvoices/diad.shtml

skretta, J., & Fisher, V. (2002). The walk-through crew. Principal Leadership, 3(3).

Reflection and Learning Communities

The Institute of cultural affairs. (2000). ToP® Group Facilitation Methods. phoenix, az: author.

Joyce, B. (2002). how are professional learning communities created? history has a few messages. Phi Delta Kappan, 86(1), 76–83.

knapp, M., copland, M., & Talber, J. (2003). Leading for learning: Reflective tools for school and district leaders. seattle, Wa: center for the study of Teaching and policy.

Northwest regional educational laboratory. (2001). Structured reflection protocol: Listening to student voices. retrieved august 9, 2006, from http://www.nwrel.org/scpd/scc/studentvoices/srp.shtml

Northwest regional educational laboratory. (2005). Teachers learning together: Improving instruction through professional learning teams: A guide for school leaders. portland, or: author.

reagan, T. g., case, c. W., & Brubacher, J. W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools (2nd ed.). Thousand oaks, ca: corwin press.

Taggart, g. l., & Wilson, a. p. (2005). Promoting reflective thinking in teachers: 50 action strategies (2nd ed.). Thousand oaks, ca: corwin press.

York-Barr, J., sommers, W. a., ghere, g. s., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand oaks, ca: corwin press.

zeichner, k. M., & liston, D. p. (1996). Reflective teaching: An introduction. Mahwah, NJ: lawrence erlbaum associates.

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Walkthrough Look-Fors

gregory, g., & chapman, c. (2002). Differentiated instructional strategies: One size doesn’t fit all. Thousands oaks, ca: corwin press.

lehmann, r. l. (2002). Differentiating the curriculum: What difference does it make? paper prepared for the american educational research association (aera) annual Meeting, New orleans, la.

Marzano, r. J., Norford, J. s., paynter, D. e., pickering, D. J., & gaddy, B. B. (2001). A handbook for classroom instruction that works. alexandria, Va: association for supervision and curriculum Development.

Marzano, r. J., pickering, D. J., & pollock, J. e. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. alexandria, Va: association for supervision and curriculum Development.

Tomlinson, c. a. (1999). The differentiated classroom: Responding to the needs of all learners. alexandria, Va: association for supervision and curriculum Development.

Tomlinson, c. a. (2000). Differentiation of instruction in the elementary grades. (erIc Document reproduction service No. eD443572). retrieved July 22, 2006, from http://www.ericdigests.org/2001-2/elementary.html

Using Data

ginsberg, M. (2001). By the numbers. Journal of Staff Development, 22(2), 44–47.

love, N. (2002). Using data/getting results: A practical guide for school improvement in mathematics and science. Norwood, Ma: christopher-gordon publishers, Inc.

richardson, J. (2001). seeing through new eyes [electronic version]. Tools for Schools [online]. retrieved august 9, 2006, from: http://www.nsdc.org/library/publications/tools/tools10-01rich.cfm

Principal as Instructional Leader

Brookover, W., & erickson, F. (1997). Creating effective schools: An inservice program for enhancing school learning climate and achievement. holmes Beach, Fl: learning publications.

council of chief state school officers. (1996). Interstate School Leaders Licensure Consortium: Standards for school leaders. Washington, Dc: author.

DuFour, r. (1991). The principal as staff developer. Bloomington, IN: National education service.

DuFour, r. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

DuFour, r., & eaker, r. (1999). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National educational service.

Fink, e., & resnick, l. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82(8), 598–606.

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Fullan, M. (2001). Leading in a culture of change. san Francisco: Jossey-Bass.

Fullan, M. (2002). The change leader. Educational leadership, 59(8), 16–20.

gossen, J., & anderson, J. (1995). Creating the conditions: Leadership for quality schools. chapel hill, Nc: New View.

guskey, T. (2000). Evaluating professional development. Thousand oaks, ca: corwin press.

hessel, k., & holloway, J. (2002). A framework for school leaders: Linking the ISLLC standards to practice. princeton, NJ: educational Testing service.

Marzano, r. J. (2003). What works in schools: Translating research into action. alexandria, Va: association for supervision and curriculum Development.

Murphy, J. (2002). how the Isllc standards are reshaping the principalship. Principal, 82(1), 22–26.

National association of elementary school principals. (2001). Leading learning communities: Standards for what principals should know and be able to do. alexandria, Va: author.

National Board for professional Teaching standards. (1989). What teachers should know and be able to do: The five core propositions of the national board. arlington, Va: author.

National staff Development council. (2001). NSDC standards for staff development. retrieved august 11, 2006, from http:www.nsdc.org/standards/

National staff Development council. (2002). Lighting the way to revolutions in learning. NsDc annual conference program. oxford, oh: author.

reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. san Francisco: Jossey-Bass.

ruebling, c. e., stow, s. B., kayona, F. a., & clarke, N. a. (2004). Instructional leadership: an essential ingredient for improving student learning. The Educational Forum, 68(3), 243–253.

schlechty, p. c. (2002). Working on the work: An action plan for teachers, principals, and superintendents. san Francisco: Jossey-Bass.

schlechty, p. c. (2004). Shaking up the schoolhouse: How to support and sustain education innovation. san Francisco: Jossey-Bass.

spillane, J. p. (2005). primary school leadership practice: how the subject matters. School Leadership and Management, 25(4), 383–397.

Waters, T., Marzano, r. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effects of leadership on student achievement. aurora, co: Mid-continent research for education and learning. retrieved august 9, 2006, from http://ww.mcrel.org/pDF/leadershiporganizationDevelopment/5031rr_Balancedleadership.pdf

Waters, J. T., Marzano, r. J., & McNulty, B. (2004). leadership that sparks learning. Educational Leadership, 61(7), 48–51.

BIBlIographY, coNT.BIBlIographY

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Supporting Instruction

association for supervision and curriculum Development. (n.d.). A lexicon of learning: What educators mean when they say… retrieved august 9, 2006, from http://www.ascd.org/portal/site/ascd/menuitem.4247f922ca8c9ecc8c2a9410d3108a0c/

association for supervision and curriculum Development homepage. available at: http://www.ascd.org/portal/site/ascd/index.jsp/

costa, a., & garmston, r. (2002). Cognitive coaching: A foundation for Renaissance schools. Norwood, Ma: christopher-gordon publishers, Inc.

Danielson, c., & Mcgreal, T. (2000). Teacher evaluation to enhance professional practice. alexandria, Va: association for supervision and curriculum Development.

lezotte, l. (1997). Learning for all. okemos, MI: effective schools products, ltd.

Marzano, r. J. (2000). Designing a new taxonomy of educational objectives. Thousands oaks, ca: corwin press.

Marzano, r. J., & kendall, J. s. (1996). A comprehensive guide to designing standards-based districts, schools, and classrooms. alexandria, Va: association for supervision and curriculum Development.

National staff Development council homepage. available at: http://www.nsdc.org

phi Delta kappa International homepage. available at: http://www.pdkintl.org

reeves, D. (2000). Accountability in action: A blueprint for learning organizations. Denver, co: advanced learning press.

reeves, D. (2002). Making standards work: How to implement standards-based assessments in the classroom, school, and district. Denver, co: advanced learning press.

schmoker, M. (1999). Results: The key to continuous school improvement. alexandria, Va: association for supervision and curriculum Development. schmoker, M. (2001). The results fieldbook: Practical strategies from dramatically improved schools. alexandria, Va: association for supervision and curriculum Development.

BIBlIographY BIBlIographY, coNT.

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Five Core Propositions

1. Teachers are committed to students and student learning. Teachers act as if and believe that all stu-

dents can learn.

2. Teachers know the subjects they teach and how to teach those subjects to students. accomplished

teachers have a rich understanding of the subject(s) they teach, as well as how the knowledge of their

subject is created, organized, linked to other disciplines, and applied to real-world settings to create

meaningful learning for students.

3. Teachers are responsible for managing and monitoring student learning. accomplished teachers create,

enrich, maintain, and alter instructional settings to capture and sustain the interest of their students

while making the most effective use of time.

4. Teachers think systematically about their practice and learn from experience. accomplished teachers

critically examine their practice, seeking professional growth through advanced knowledge and prin-

cipled judgment from their experiences.

5. Teachers are members of learning communities. accomplished teachers continually make professional

contributions toward the effectiveness of the school by working collaboratively with colleagues, par-

ents, and the greater community.

source: National Board for professional Teaching standards. (1989). What teachers should know and be able to do: The five core propositions of the national board. arlington, Va: author.

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appeNDIX sTaNDarDs For sTaFF DeVelopMeNT

Context Standards

Staff development that improves the learning of all students:

. organizes adults into learning communities whose goals are aligned with those of the school and dis-trict (learning communities)

. requires skillful school and district leaders who guide continuous instructional improvement (leadership)

. requires resources to support adult learning and collaboration (resources)

Process Standards


. Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sus-tain continuous improvement (Data-Driven)

. Uses multiple sources of information to guide improvement and demonstrate its impact (evaluation)

. prepares educators to apply research to decision making (research-Based)

. Uses learning strategies appropriate to the intended goal (Design)

. applies knowledge about human learning and change (learning)

. provides educators with the knowledge and skills to collaborate (collaboration)

Content Standards


. prepares educators to understand and appreciate all students by creating safe, orderly, and supportive learning environments, and by holding high expectations for their academic achievement (equity)

. Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of class-room assessments appropriately (Quality Teaching)

. provides educators with knowledge and skills to involve families and other stakeholders appropriately (Family Involvement)

source: National staff Development council. (2001). NSDC standards for staff development. retrieved august 11, 2006, from http:www.nsdc.org/standards/

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appeNDIX a reVIeW oF BlooM’s TaXoNoMY reVIseD

Remember

Factual answers, recall, and recognitionRecognizing and recalling appropriate, previously learned information, terminology, specific facts:

Who Match Identify Which one

What select enumerate how much

Why Describe label What does it mean

Where Define list What is the best one

When choose how omit

Understand

Translating, interpreting, and extrapolatingUnderstanding the meaning of informational materials:

state in your own words classify What does this mean cite

Is this the same as exemplify Infer select the best definition

summarize show What would happen if state in one word

explain compare Tell explain what is meant

Interpret Translate read the graph, table What are they saying

select This represents What seems to be Match

Is it valid that What seems likelyexplain, show in a graph,

tableWhich statements

support

represent DemonstrateWhat restrictions would

you add

Apply

applying information to new, unfamiliar situationsUsing previously learned information in new and concrete situations to solve problems that have single or best answers:

predict what wouldhappen if

explain usechoose the best state-

ments that applyselect

Transfer Judge the effects Determine produce

What would result Develop, solveTell how, when, why,

whereDiscover

TeachTell how much change

there would becollect Inform

Tell what would happen compute relate Identify the results of

establish predict execute Implement

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Analyze

Breaking down into parts, formsIdentifying motives or causes, making inferences, finding evidence to support generalizations:

Distinguish Break down What is the function of Identify

correlate What’s fact, opinion What assumptions Diagram

What statement isrelevant

What motive is there Differentiaterelated to

extraneous to

organize What conclusions DistinguishWhat does author

believe

attribute Make a distinction prioritizestate the point of view

of

What is the premise separateWhat ideas justify

conclusionWhat ideas apply

subdivideThe least essential

statements areWhat literary form is

usedIllustrate

What inconsistencies,fallacies

What’s the main idea, theme

outlineWhat’s the relationship

between

Evaluate

Judging the value of something according to some set of criteriaJudging the value of something:

appraise critiqueWhat fallacies, consis-tencies, inconsistencies

appearcritique

Decide Find the errors Defend compare

Justify contrast conclude support

Judge Interpret

Which is more important, moral,

better, logical, valid, appropriate

check

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a reVIeW oF BlooM’s TaXoNoMY reVIseD, coNT.

Create

combining elements into a pattern not clearly there beforeApplying prior knowledge and skills to produce something new:

create how would you test Make upDevelopInitiate

Tell propose an alternative compose adapt

Integrate Make solve the following Formulate

categorize collaborate Do how else would you

plan generate rearrange choose design

state a rule Incorporate adapt produce

For more information about Bloom’s revised taxonomy see:

anderson, l. W., & krathwohl (eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of

educational objectives. New York: longman.

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Teachscape is a technology-enabled professional development services company that provides research-

based, data-driven, integrated professional learning for educators. We collaborate with districts to

achieve one compelling goal—to raise student achievement through the delivery of rigorous, differenti-

ated instruction in every classroom in every school.

Our Mission

Effective teaching improves student achievement.

That simple statement informs all of Teachscape’s services. our professional learning opportunities are

systemic and capacity building, enabling educators throughout a school system—teachers, principals,

coaches, parent coordinators, staff developers, and others—to raise the quality of teaching and learning

in every classroom.

Research-Based Theories of Action

Teachscape’s mission is based on four research-based theories of action, which define a coherent and

comprehensive approach to improving teaching practice to increase student achievement.

Theory of action Teachscape application

Data identifies teaching and learning needs, focuses professional development priorities, and enables ongoing monitoring and refinement of the improvement effort.

The ongoing collection, analysis, and applica-tion of data throughout the service period serves to monitor progress, modify our approach, and measure outcomes.

Instructional leaders are key in promoting, sup-porting, and sustaining improved outcomes.

every program focuses on instructional lead-ership to build capacity and ensure ongoing support for effective teaching and improved learning.

Adult learning is best supported through a range of strategies that: develop professional knowledge and skills; are differentiated; pro-mote reflection and interaction; are job embed-ded, sustained, and focus squarely on teaching and learning.

Teachscape incorporates and reflects the National staff Development council standards for staff Development.

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Technology-enabled professional learning is the best way to differentiate the learning experi-ence, model effective practice, offer learning in context and on demand, support in-depth studies, enable progress monitoring, and scale professional development, with consistency, across groups.

Teachscape’s Web-based professional learning system is widely recognized as the best system in the country. It provides unparalleled access to extensive professional resources—supported by peer communication and collaboration tools—that can be used anytime and anyplace, thus greatly expanding the time for professional learning and discourse.

Our Reach and Results

Today, Teachscape serves more than 60,000 educators through partnerships with states, districts, and

education support and reform organizations. student achievement results demonstrate that a district

engagement with Teachscape leads to significant and often dramatic academic gains for students.

In addition to comprehensive professional development consultancies with client districts, Teachscape

also offers stand-alone seminars on improving instruction, and regional and national conferences that

explore key educational issues. To further address the professional learning interests and needs of educa-

tors, Teachscape also offers online graduate credit courses—accredited by regional Nca- and NcaTe-cre-

dentialed colleges and universities—and will offer an online master’s degree program in the near future.

For more information about Teachscape, our programs and services, and upcoming seminars and confer-

ences, please visit our Web site at http://www.teachscape.com.

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Teachscape understands that professional learning in schools has one real goal: to raise student achieve-

ment. Teachscape also understands that when instruction improves, so does student achievement. That’s

why Teachscape works collaboratively with district and school clients to offer a systemic and sustained

approach to professional learning that’s focused squarely on advancing instructional practices so that all

students can succeed.

a Teachscape engagement is not about service days but about outcomes—outcomes that are defined

with the client, based on a collaborative analysis of student and teacher data, and aligned with the

district’s existing professional development initiatives. our services are customized to address the client’s

needs and capacities, and delivered in a dynamic approach that integrates at-elbow coaching with online

professional study. our goal is to help a client embed effective instructional practices across the school

or district, and to build the client’s capacity to sustain these successful practices beyond the Teachscape

engagement.

In partnership with districts, content-area experts, and world-class educational organizations, Teachscape

has created a set of integrated face-to-face and online learning services that utilize the latest research on

both adult learning and effective instructional practices. These learning initiatives focus on the issues that

are of greatest importance to today’s educators. The services are designed to:

. Instill in practitioners a deeper understanding of a content area through rich online resources, com-

mentary from researchers and academic experts, and applications to their own classroom practice . Offer vivid examples of exemplary teaching strategies with hundreds of interactive video-case stud-

ies of real classroom teachers in unrehearsed teaching situations . Build site capacity via at-elbow coaching and site-based study groups that extend the learning

beyond the Teachscape engagement

Integrated Learning

Teachscape offers a seamless blend of face-to-face and state-of-the-art online learning experiences that

provide differentiated professional development for all educators in a school or district. at the heart of

each Teachscape engagement are three interconnected deliverables:

Online and Face-to-Face Coaching for Educators

Teachscape coaching services are designed with the express purpose of building internal capacity to

promote and sustain professional learning. Teachscape coaches provide on-site and online coaching to

instructional leaders, working at-elbow with district and school personnel to deepen the local coaches’

understanding of new content and skills, as well as to model, co-plan, and co-lead new approaches to

instruction that lead to student achievement.

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Facilitated Professional Learning

Teachscape facilitates educators’ learning experiences through school- or district-based study groups,

professional learning networks (both online and on-site), on-site seminars, mentoring, and professional

libraries. studies include readings and illustrations of research-based practices; reflective professional con-

versations; journaling; examining student work; building and refining content knowledge; and structured

activities, including classroom-based application of concepts and strategies.

Rich Online Resources

Teachscape’s unparalleled online professional development resources offer educators across a district a

common core of knowledge and skills. Teachers and administrators value the on-demand access to profes-

sional learning, communication, and collaboration that supports diverse learning styles, promotes reflec-

tion and peer interaction, and scales the professional development, with consistency, to every teacher.

The core of Teachscape’s Internet-based multimedia resources includes:

. hundreds of rich video-based case studies that clearly explicate how thousands of teachers in real-

world classrooms have brought standards to life . commentary by top researchers and content-area specialists . examples of teacher reflection . research summaries . collaborative, reflective, and knowledge-building activities . Materials to deepen content knowledge . Facilitated discussion space

The content focus of each learning initiative is described briefly below.

Literacy—addresses k–5 literacy instruction

Reading in the Content Areas—addresses content instruction in grades 6–12 for struggling adolescent readers

Mathematics—addresses k–12 math instruction

Instructional Leadership—addresses k–12 instructional leaders

New Teacher Induction—addresses k–12 teachers

English Language Learners—addresses k–12 ell instruction

Early Childhood—addresses pre-k instruction

Science—addresses 4–6 science instruction

For more information about Teachscape services, please visit our Web site at http://www.teachscape.com.

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Teachscape seminars offer educators in-depth opportunities to explore critical issues around classroom

instruction through hands-on engagement with research, best practices, instructional experts, and

colleagues.

all seminars are facilitator-led, interactive learning experiences in which participants:

. Work with key instructional concepts and practices through readings, activities, and/or video-based

examples of real classrooms with real teachers and students . learn the research behind these best practices . reflect with colleagues on the research and strategies in terms of their own practice

Teachscape seminars are offered to cohorts over one to two days as part of a district’s engagement with

Teachscape services, or as a stand-alone experience. participants have unlimited access to email and toll-

free follow-up support.

currently, Teachscape offers the seminars outlined below and on the next page. Visit our Web site at

http://www.teachscape.com for an updated listing of seminar offerings.

Classroom Walkthrough

Teachscape’s classroom Walkthrough (cWT) is a process and a set of tools that instructional leaders can

use to see at-a-glance what’s happening in a school. Teachscape’s cWT enables instructional leaders to

gather focused information about instructional strengths and weaknesses to raise student achievement

and then develop action plans for targeting the professional learning in the school.

High Yield Instructional Strategies

Based on robert Marzano’s ground-breaking work, and developed in collaboration with Mid-continent

research for education and learning (Mcrel), this intensive two-day seminar introduces participants to

nine effective instructional strategies that lead to student achievement, and offers guidance on how to

use these strategies in teaching practice.

Using Data in the Elementary Reading Classroom

over two intensive days, k–6 reading teachers study the research on the fundamentals of reading instruc-

tion, and then learn how to look at and analyze student data to organize, plan, and differentiate their

reading instruction. Monitoring student progress and creating a rich reading-classroom environment are

among the many skills and strategies participants incorporate into their repertoires to help their students

become better readers.

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SEAL

Using local data and curriculum resources, participants engage in this powerful research-based approach

to creating data-driven lesson plans that lead to student achievement. Using state and local standards,

participants spend a day and a half examining and analyzing student data, selecting and designing assess-

ments, and applying proven instructional strategies to transform their classrooms into highly engaged

learning environments for all students.

NELLB

No English Language Learner Left Behind (NELLLB) provides a research-based framework for administra-

tors and teachers to develop the systems, strategies, and methods that enable english language learners

to succeed academically. The day-and-a-half seminar emphasizes data-driven lesson planning, instruc-

tional leadership, contextualized language learning, interdisciplinary and differentiated instruction,

higher-order thinking, and parental involvement.

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Teachscape conferences bring world-class education researchers and thought leaders together with

school leaders and practitioners to share knowledge and experience in a collegial and collaborative envi-

ronment. The focus and content of Teachscape’s conferences are a result of Teachscape’s unparalleled col-

laboration with organizations, schools, and districts nationwide to increase student achievement through

improving instructional practices.

Conference Offerings

leadership development, the latest research in best practices, creating effective schools for the 21st cen-

tury—these and other topics showcase the depth and richness of Teachscape conference offerings.

Conference Newsletter

The Teachscape Conference Newsletter provides information on conferences that address real-world top-

ics related to pressing educational issues.

Visit our Web site at http://www.teachscape.com for information on current conference offerings and the

Teachscape Conference Newsletter.

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Graduate Courses

Teachscape university-accredited graduate courses help educators ascend their professional growth paths

by providing knowledge, skills, and strategies to improve teaching practices. These three-credit online

courses are the equivalent workload of the same on-campus courses—but experienced through the con-

venience and power of anytime-anywhere learning.

eight interactive sessions enable practitioners to deepen their content knowledge and expand their

teaching repertoires through:

. readings that provide critical background research and a knowledge base for the course of study

. Video case studies of best practices, research in action, and proven instructional strategies in real

classrooms with real teachers and students engaged in unscripted, unrehearsed activities . commentary and guidance from internationally renowned content-area experts . opportunities for problem solving and collaboration with colleagues . assignments that enable application of new concepts and skills to classroom practice

all Teachscape online graduate courses offer three semester hours of graduate credit from universities

with regional (Nca) and national (NcaTe) accreditation.

Master’s Degree Programs

Teachscape is planning to offer online master’s degree programs for k–12 educators. These world-class

programs will offer:

. online courses designed by top educational experts and researchers

. open enrollment so that you can take courses that fit your schedule and needs

. a degree from a fully-accredited (Nca and NcaTe) institution of higher education

. an approach that focuses on enabling teachers to enhance their teaching practice by applying the

latest research-based strategies to their own classroom situation . The opportunity to learn from other educators; to share ideas, insights, and feedback on the realities

of today’s teaching environment

Visit our Web site at http://www.teachscape.com for the graduate course catalog and to view a sample

online course, as well as current information about the upcoming master’s degree programs.

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ackNoWleDgMeNTs ackNoWleDgMeNTs

Teachscape gratefully acknowledges the support of the state of arkansas in the development of the

original classroom Walkthrough, as well as linda auman, who led that authoring team. Teachscape is

also grateful to the many local and state education agencies that provided invaluable comments on

Teachscape’s classroom Walkthrough.

classroom walkthrough with reflective practice - · pdf filereflection ... teachscape’s...

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