Change the entire school culture with this collaborative method of supervision!
For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that is irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.
Easy to understand and adopt, this method will answer the questions most important to principals:
- Is the work of my teachers aligned with the district curriculum?
- Are my teachers using research-based ‘best practices’?
- Are they choosing the instructional strategies that will promote student achievement?
Also known as the Downey Walk-through, the method presented in The Three-Minute Classroom Walk-Through has been developed over a 40-year period, tested and refined in actual teaching environments, and taught internationally.
विषयसूची
Preface
About the Authors
Dedication
1. Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach
What is the Downey Walk-Through?
Why Walk-Throughs?
The Evolution of the Downey Walk-Through Process
2. Conducting the Walk-Through Observation: A Five-Step Process
The Five-Step Observation Structure
Step 1: Student Orientation to Work
Step 2: Curricular Decision Points
Step 3: Instructional Decision Points
Step 4: ‘Walk the Walls’ – Curricular and Instructional Decisions
Step 5: Safety and Health Issues
3. Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation
How Do We Provide Direct Feedback?
The Note
A Better Approach-Discussion
Direct Feedback Statement and Conversation
How Do We Provide Indirect Opportunities for Reflective Inquiry?
How Do We Ask Reflective Questions and Carry On the Conversation?
How Do We Ask Reflective Questions and Carry On the Conversation?
The Reflective Conversation
4. Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-
Through
The Novice/Apprentice
The Professional Teacher
The Expert Teacher
Limitations of the Taxonomy
5. Establishing Logistical Procedures for Implementing the Walk-Through Process
Finding the Time
Preparing Staff, Students, and Parents
Record Keeping
Board Policy to Support Walk-Throughs
6. Cultivating the Culture: Effectuating Change that Works
Lessons Learned About Change in Educational Cultures
Challenges and Barriers to Change
Deciding When to Intervene: The Marginal Teacher
Examples of Successful Implementation: Making the Walk-Through Process Work
Salinas Union High School District, California
Norman Public Schools, Norman, Oklahoma
Durham and Simco County School Boards, Ontario, Canada
Napa Valley Schools, Napa Valley, California
Shawnee Mission School District, Shawnee Mission, Kansas
Columbia-Brazoria Independent School District, Texas
San Leandro Unified School District, California
San Benito County, California, County Office of Education
Cultivating the Culture: A Final Word
7. Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
Early History
Developmental Supervision and Mentoring
The Teacher as an Adult Learner
Promoting Development
8. Determining Whether Walk-Throughs Are the Right Stuff
Background and History of Management by Wandering Around
Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation?
The MBWA Research Results
The Walk-Through with Reflective Question Research
9. Understanding the Walk-Through as a Discursive Practice
Examining the Dimensions of the Walk-Through
Changing the Discursive Practice of ‘Corrective’ Supervision
Some Issues With the Model
A Pause to Consider Your Specific Situation
Troubleshooting Problems with the Downey Walk-Through
10. Linking the Walk-Through Process to a Model of Teacher Growth
Walk-Throughs and the Teacher Growth Model
The Model
Transformative Learning as it Relates to the Model
Organizational Learning and Transformation
Providing Feedback Conversation for Growth
Index
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Learn more about William Poston′s PD offerings William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy—the licensure program for school business managers in Iowa—for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.
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