5/1/2023 0 Comments A year walk walkthrough![]() ![]() ![]() Walk-throughs do not replace longer observations but instead supplement them by providing a high number of classroom practice “snapshots” that over time can reveal patterns and instructional issues throughout the school. Cockerham (personal communication, January 12, 2007) says, “If we are in the classroom longer than three minutes, then it defeats the purpose of gathering first impressions”. While the typical walk-through lasts about 10 minutes, Dr. The walk-through is designed to increase the number of classrooms that principals visit, so brevity is a must. The specific components of the walk-through vary with its purpose, but all effective walk-through strategies share certain common elements. It is a non-evaluative tool that focuses on alignment and calibration.” The primary purpose the walk-through serves, though, is to provide a structure for dialogue between principal and teacher about what goes on in the classroom, “an adult-to-adult model of discourse that involves professional conversation about practice” (Downey, Steffy, English, Frase, & Poston, 2004, p. (personal communication, January 12, 2007), of Providence Senior High School in Charlotte, North Carolina, “We are able to look at what is being taught in classrooms and then compare that with the district standards. And, says Principal Teresa Cockerham, Ed.D. These structured visits also give principals a first-hand view of instructional issues and patterns while providing them with a meaningful way to demonstrate their interest in and knowledge of the teaching and learning process. Depending on the size of the school, the principal might visit every classroom as often as once a month, or even weekly. Unlike formal observations, which often last a full class period but occur only two or three times a year, the walk-through, when used consistently, ensures that the principal will see teachers teaching more often, albeit for a shorter length of time. First, it gets principals into classrooms. The walk-through can serve many purposes. This article examines the walk-through strategy as a tool for providing instructional leadership. Used well, the walk-through can provide both principal and teacher with valuable information about the status of the school’s instructional program. ![]() The walk-through can be defined as a brief, structured, non-evaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher about what was observed. But one essential component of instructional leadership, say many experts, is the interaction of the principal with teachers about their classroom practice.Ī strategy used by many principals to gather classroom information and frame that interaction is the classroom learning walk or walk-through. Instructional leadership can take many forms, from ensuring that high-quality teaching materials are readily available and scheduling professional development to conducting formal observations and modeling lessons. Recent research shows that high-performing school districts actively seek to establish a clear expectation that the principal will be the instructional leader and the primary architect of instructional improvement at the school (Togneri & Anderson, 2003). In addition to managing schedules, hosting assemblies, and disciplining students, principals are expected to possess the knowledge and skill to make a positive impact on the teaching and learning process. Providing effective instructional leadership is one challenge that every principal faces. ![]()
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