WALKTHROUGHS WITH REFLECTIVE FEEDBACK

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WHY WALK-THROUGHS AND REFLECTIVE INTERACTIONS

Reflectionrefers to the capacity of a teacher to
think creatively, imaginatively and at times,
self-critically about classroom practice Lasley,
1992

• WALK-THROUGHS WITH REFLECTIVE FEEDBACK
• Cutting Edge Practices Series

2
PURPOSE

• To provide principals, assistant principals,
  mentor teachers, and others who coach teachers
  strategies for using a structured walk-through
  approach and reflective feedback as a vehicle for
  maximizing student achievement.

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ULTIMATE GOAL TO INFLUENCE...

• Reflective, self-directed, self-analyzing,
  interdependent teachers who examine their own
  practices (even those who initially are at the
  dependent level).
• Teachers continually willing to improve their
  teaching.
• Teachers who are committed to teaching the
  district curriculum and are working for ever
  higher student achievement.

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WALK-THROUGHS

• Short 2-4 minute informal observations
• Data/Observation 1-2 minutes
• Primary focus
• Curriculum objective taught
• Pedagogy, not content
• Analysis 1-2 minutes
• Cause Effect(Teacher behavior) (Student
  behavior)
• Feedback 1-10 minutes
• short one-on -one "feedback" incidents

5
More Perspective

• Reflective question for staff to ponder that
  might move them toward on-going reflective
  thought
• Walk-through is a data gathering opportunity
• Feedback, when given, is ultimately meant to move
  a teacher toward reflecting on own practice for
  ever higher student learning

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ULTIMATE PURPOSE OF FEEDBACK INTERACTION
THE REFLECTIVE TEACHER
ON-GOING SELF-ANALYSIS
PROFESSIONAL GROWTH TARGETS FOR IMPROVING
PRACTICE
SEARCH FOR RESEARCHED PRACTICES
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More Than Twenty Years of Research Link MBWA
Behaviors to Highly Desirable Outcomes Including
8
Higher student achievement across SES and
cultural lines

• (Andrews, Solder, Jacoby, 1986Andrews, R.
  Solder, R. 1987 Heck, 1991 Heck, 1992 Heck,
  Larsen, Marcoulides, 1990 Louis and Miles,
  1991 Hallinger and Heck, 1995)

9
The More Powerful Predictors

• Classroom visitations
• Encouraging discussion on instruction
• Emphasizing test results for program improvement
• Quality of feedback regarding instruction
• most powerful

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Improved classroom instruction(Teddlie,
Kirby, and Springfield, 1989)
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Improved student discipline and student
acceptance of advice and criticism

• (Blase, 1987 Blase 1991)

12
CARL GLICKMANShift away from conventional or
congenial supervision toward collegial supervision

• Collegial rather than a hierarchical relationship
  between teachers and supervisors
• Focus on teacher development rather than teacher
  conformity
• Facilitation of teachers collaborating with each
  other in instructional improvement efforts
• Teacher involvement in on-going reflective inquiry

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STEPS IN OBSERVATION

• 1. Instruction Orientation of Student to the
  Work
• 2. Curriculum Determine Curricular Objectives,
  Alignment to District Curriculum and Identify
  Possible Decision Points
• 3. Instruction Note Instructional Practices
  Used and Identify Possible Decision Points
• 4. IF TIME Walk the Walls for more
  Curricular Objectives and Instructional Practices
• 5. Safety and Facilities Happens Naturally

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Covey Transactional Influence Dependent
to Independent to Interdependent
Transactional Influence
Interdependent (Collaborative)
Adult-Adult
Independent (Indirect)
Adult- Adolescent
Adult-Child
Dependent(Direct)
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DIFFERENTIAL COACHING?

• Range of approaches
• Direct-dependent
• Indirect-independent
• Interactive/reflective-interdependent

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THE REFLECTIVE QUESTION ATTRIBUTES

• Decision
• Choice
• Future (not this lesson)
• Many Situations (plural)
• Neutral/Non-judgmental
• Meaningful and substantive
• Voluntary
• Focus on Maximizing Student Achievement

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HOW IT MIGHT SOUND

• Situation
• Teacher Thinking and Teaching Practice
• Choice
• Decision Maker
• (bring back practice)
• Student Impact

• When you are planning lessons from the district
  curriculum and designing the questions you will
  ask,
• AND thinking about whether you want students to
  volunteer or non-volunteer their responses,
• what criteria do you use
• to decide whether you will use volunteers or
  non-volunteers
• to influence each students accountability of the
  learning?

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Norton (1994)

• Reflective thinking is a disciplined inquiry
  into the motives, methods, materials and
  consequences of educational practice. It enables
  practitioners to thoughtfully examine conditions
  and attitudes which impede or enhance student
  achievement.