Classroom WalkthroughAn Introduction

What are Classroom Walkthroughs?

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“Unlike a classroom observation which provides a view of a single classroom, a walk through creates a school-wide picture made up of many small snapshots… It’s a strategy for providing a school, not an individual teacher, with feedback about what it’s doing or not doing…”

(Perry, as quoted in Richardson, 2001).

Source: Richardson, J. (2001). Seeing through new eyes. Tools for Schools, October/November, 1–7.

What is CWT?

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• A way to focus on best practices every day

• A way to collect aggregate data to see the trends of instructional practices in a school

• A way to engage the school community in dialogue about improving teaching and learning

• A process for translating data to information to action for improvement

How can CWT be used?

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• To analyze patterns and trends in teaching and learning

• To monitor the efficacy of professional development or other improvement strategies

• To determine areas of focus for improvement

• To build professional culture and dialogue around teaching and learning

What are some possible outcomes?

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• Improved instructional practices

• Increased student engagement

• More positive interaction between school leadership and students

• Increased collaboration between school leaders and teachers

• Fewer disciplinary referrals

What CWT is not…

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CWT is not a teacher evaluation tool

• CWT focuses on understanding and supporting the improvement of classroom practice, not evaluation of the performance of specific teachers or other individuals

Planning with a Focus

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• The CWT Process begins with a deliberate focus:

What question(s) are we seeking to answer about teaching and learning in our school?

Collecting Data

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• Once a focus has been identified, data is collected using a set of research-based “look fors”

Look fors: list of curriculum components, instructional

practices, and/or student behaviors of which instructional leaders would seek evidence during classroom visits

Focus on Curriculum

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Look Fors in this category:

• Identify the learning objective(s)

• Determine whether the learning objective is evident to students

• Determine whether the learning objective is on target for grade-level standards

Focus on Instruction

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Look Fors in this category:

• Identify the instructional practices

• Identify student grouping format(s)

• Identify research-based instructional strategies

Focus on the Learner

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Look Fors in this category:

• Identify student actions

• Identify instructional materials

• Determine the level(s) of student work

• Determine level of class engagement

Focus on Classroom Environment

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Look Fors in this category:

• Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective

Focus on the Needs of All Learners

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Look Fors in this category:

• Response to specific student learning needs through differentiation in content, process, product, learning environment

Analyzing Data

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• Looking at many walks collected over time, data can be analyzed:

What are the trends? What are the patterns? Where might there be connections?

Reflecting on the Data

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“Experience by itself is not enough. Reflection on experience with subsequent action is the pathway to renewal and continuous improvement.”

York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools. (p. xx).

Reflective Practice

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Reflective practice is:

• Taking a purposeful “time-out” to deliberately process thinking

• Actively analyzing a situation while considering other viewpoints

• Acquiring new awareness and understanding

• Taking action with newfound knowledge

Reflective Practice in CWT

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• A time for group reflection on data about classroom practice in our school

• A time to turn data into actionable information

• A time to turnkey instructional improvement

Identifying Action Plan

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• Reflective meetings culminate in the identification and development of an action plan:

A series of action steps in response to what is learned from the walk data

Acting on & Evaluating the Plan

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• School community implements the agreed-upon action plan

• As the action plan is implemented, progress is monitored by continued classroom walkthroughs

When are Classroom Walkthroughs Conducted?

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• Anytime instruction is taking place

• Goal: Every classroom Every week

CWT Signal

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My signal to let you know I am doing a classroom walkthrough is…

Length of a Classroom Walkthrough

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A classroom walkthrough should last no more than 4 to 7 minutes

Sample Walk #1

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Sample Walk #2

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Sample Walk #3

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Reflection

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Take a few minutes to consider the following:

How can classroom walkthroughs support instructional improvement and enhanced student achievement in our

building?