Classroom Learning Walks - Petoskey Public Schools

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Classroom Learning Walks

The Public Schools of Petoskey

Learning Walks:

A Classroom Walk-Through Model Research Based Management By Wandering Around

(Hewlett Packard and Peters & Waterman)

Effects of Researched Learning Walk Models

Improved Teaching and Learning

Higher Student Achievement

Better Student Conduct

More Reflective Thinking

Increased Communication

Several Types of Classroom Visits

 Formal Teacher Observation,  Informal Teacher Visitation, and 

Classroom Learning Walks

Classroom Learning Walk Design

A classroom visit with-

Focus

(On several main areas) 

Brevity

(2-4 minutes) 

Feedback

(informal with staff) 

Reflection

(growth opportunity)

A Classroom Learning Walk Provides

Another view of effective teaching and learning

Another way to connect and communicate

Another lens to contemplate our common district goals in action

Another avenue for school improvement

A Classroom Learning Walk is-

Not A Formal Evaluation

Classroom Learning Walk Goals

Continual Learning

Frequent, Relaxed Classroom Visits

Identification of Best Practices

School Improvement Examples

Increased Student Achievement

Classroom Learning Walk Four Parts:

#1

-

Objective(s)

#2

-

Instruction

#3

-

Engagement

#4

-

Environment

Followed by Feedback & Reflection

#1:

Objective(s)

Is There a Clear Objective or Target for the Students and the Teacher?

  

Standards & Benchmarks (GLCEs/HSCEs) Goals & Objectives Continual Progress Monitoring

#2:

Instruction

Are Good Instructional Strategies Evident?

Research-Based -

Guided Practice & Check for Understanding

Various Assessment Tools

Differentiation Opportunities

Linked to District Goals for Reading, Writing, Math, Science, SS, etc.

#3:

Engagement

Are the Learners & Teacher Engaged in the Learning Process?

The portion of classroom that is actively engaged in meaningful learning pursuits (target 100%)

#4:

Environment

Is the Classroom Environment Conducive to Learning?

Organization for Maximum Learning

Evidence of Classroom Management

Positive Classroom Climate and Culture

Feedback & Reflection

Give Feedback

Short, Personal or Staff Discussions

Shared Anecdotal Observations A Reflection Opportunity

-

Evaluate, Apply, & Adjust Personally and /or as a Staff

Purposeful Reflection

      

Looks Back Makes Sense of It Learns Looks Forward Anticipates Finds Resources Gets Prepared for the Future!

The Classroom Learning Walk

It can be an exciting and worthwhile journey for everyone!

Sources

     Johnson, H. (2001). Leadership by walking around: Walkthroughs and instructional improvement.

The Principals’ Partnership.

Retrieved on September 14, 2006, at http://principalspartnership.com/feature203.html

Marzano, R., Pickering, D., & Pollock, J. (2001).

Classroom instruction that works: Researched based strategies for increasing student achievement

. Alexandria, VA: Association for Supervision and Curriculum Development.

Rutherford, P. (2005).

The 21 st century mentor’s handbook: Creating a culture for learning.

Alexandria, VA: Just ASK Publications.

Schmoker, M. (2006).

Results Now

. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiedemann, T. (n.d.). Welcome to: Classroom walk-through (CWT). Berrien Springs High School. Berrien Springs, MI. Retrieved on September 14, 2006, at [email protected]

Prepared by Lynn Slanec, Ed.S.

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