Site Walkthrough Data
Monday, December 8, 2014
Purpose
• Last year the district conducted walkthroughs at
Cholla to provide feedback about various
Danielson domains
• This data was then used to frame PLC work
• In an effort to continue purposeful PLC work,
Cholla established an internal walkthrough team
and feedback process
Selection of Teachers
• November 19th - periods 2 and 3 were observed
in 25 minute chunks for a total of 4 observed
teachers per team
• Observed teachers were selected based on new
to Cholla
Teams
• The four walkthrough teams consisted of:
• Cholla Administration
• Department Heads/Instructional Council
• Coordinators
• District Magnet Coordinator
Focus of walkthrough
• The focus of the walkthrough :
• Use of writing and writing strategies
• 3a – Communication with students
•
•
•
•
•
Teacher invites students to explain content to peers
Teacher explains content clearly
Students able to explain what they are learning
Teacher gives strategies to students
Teacher models process
• 3c – Engaging students in lesson
• Most students intellectually engaged in lesson
• Students invited to explain their thinking
• Learning tasks have multiple correct responses
• Different types of groupings
• Pacing of lesson
Cholla Walk-through Form
Teacher: _____________________________________________ Subject: ________________________________ Date: _______________
Observer: ____________________________________________ Class Period/Grade: ______________________ Time In/Out: ________
Lesson Objective: ________________________________________________________________________________________________
Examples of Writing
Purpose of Writing
Strategies Used
Directions: Identify opportunities for student writing , the purpose of the writing, and specify which
strategies were used to implement the writing.
3a. Communicating with Students
• Teacher invites students to explain
content to peers
• Teacher explains content clearly
• Students able to explain what they are
learning
• Teacher gives strategies to students
• Teacher models process
Notes
3c. Engaging Students in Learning
• Most students intellectually engaged in
lesson
• Students invited to explain their thinking
• Learning tasks have multiple correct
responses
• Different types of groupings
• Pacing of lesson
Notes
Feedback Process
• Each walkthrough member had walkthrough feedback
form
• Brief discussions between team members took place after
each observation
• Extensive discussion between team members and
comparison of notes after all scheduled observations
were completed
• Strengths and areas of growth were discussed
• Full walkthrough group shared out a positive from their
walkthrough
• During Instructional Council on November 25th
walkthrough strengths and areas of growth were shared
and discussed
Data Observed
3a. Communicating with Students
•
•
•
•
•
Teacher invites students to explain content to peers
Teacher explains content clearly
Students able to explain what they are learning
Teacher gives strategies to students
3c. Engaging
Students in Learning
Teacher models
process
3c.






Most students intellectually engaged in lesson

Learning tasks have multiple correct responses

Student choice in learning tasks

Different types of groupings

Pacing of lesson
Using Assessment
in Instruction
Engaging3d.
Students
in Learning

Teacher elicits evidence of individual student
understanding
Most students
intellectually engaged in lesson

Monitor and adjust instruction
Learning tasks
have multiple correct responses
Feedback
Student choice in learning tasks
Different types of groupings
Pacing of lesson
Average Score
2.5
Average Score
2.5
Average
Score
Average
2.4
2.4
Score
Reflection
• Based on Quarter 2, reflect on your teaching and student
learning for:
Examples of writing, purpose and strategies used
Examples of 3a: Communication with students
•
•
•
•
•
Teacher invites students to explain content to peers
Teacher explains content clearly
Students able to explain what they are learning
Teacher gives strategies to students
Teacher models process
Examples of 3c: Engaging students in learning





Most students intellectually engaged in lesson
Learning tasks have multiple correct responses
Student choice in learning tasks
Different types of groupings
Pacing of lesson
Close Reading
in the Classroom
Part II
Definition of Close Reading
Close reading describes the careful, sustained
reading and interpretation of text. It emphasizes
and requires close attention to individual words,
syntax, and the order in which sentences and
ideas unfold. (Core)
Key Features of Close Reading
Key Features
Short Passages-worthy of reading
Complex Text
Limited Frontloading- academic language/or
anything that would impede students
understanding based on experience
Repeated Readings-worthy of reading
Text-Dependent Questions
Annotation: Strategy
Annotation slows
down the
reader in order to
deepen
understanding.
Making the Case for Struggle
Purpose
• Examine how the author describes his childhood
experience to illuminate and address cultural
stereotypes.
• Independently read with a pencil to annotate
text
Underline powerful words or phrases
Circle words or parts you find confusing/or wonder about
Write thoughts in the margin
! By important things
Superman and Me
by Sherman Alexie
A Close Reading
Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage
Table Discussion
• Discuss your first impression on Alexie’s description
of his childhood and the cultural stereotypes
Quick Write
• Briefly explain your childhood in the context
of cultural stereotypes.
Annotate your quick write
• Categorize your childhood experience
• Fixed mindset – people believe their basic qualities, like their
intelligence or talent, are simply fixed traits. They spend their
time documenting their intelligence or talent instead of
developing them.
• Growth mindset - people believe that their most basic abilities
can be developed through dedication and hard work—brains
and talent are just the starting point.
Closure
• Review your annotated quick write for
fixed and growth mindset.
Summarize which mindset your
childhood experience predominately
fell within.
Homework – Think About
• Can you think of a time you faced an important
opportunity or challenge with a fixed mindset? What
were your thoughts and worries—about your abilities?
About other people’s judgments? About the possibility of
failure? Be prepared to discuss them in depth.
• Now, can you take that same opportunity or challenge
and switch into a growth mindset? Think of it as a chance
to learn new things. What are the plans and strategies
you’re thinking about now?
• Finish Reading pages 1-14 (Chapter 1) of Mindset
Resources
• www.readworks.org
• www.newsela.com
• http://kellygallagher.org
• Article of the Week (Building Deeper Readers & Writers)
• www.achievethecore.org
• Close Reading: model lessons
Work time!
• Different power point for use with
teachers that provides for content area teachers.
• Look at documents for each content area (9).
• How does each task connect to the Literacy
Standards for History/Social Studies, Science and
Technical Subjects? Work with a partner.
• How should the documents be copied? How
many of each will you need?
• Who on your staff could help facilitate content
area groups?