Using Classroom Walkthroughs to Improve Instruction.

Content Provider	Semantic Scholar
Author	Protheroe, Nancy
Copyright Year	2009
Abstract	Although there has not been extensive research on walkthroughs, the experiences of schools that have introduced the practice help to address both these questions. Cervone and Martinez-Miller (2007) describe classroom walkthroughs as a tool to " drive a cycle of continuous improvement by focusing on the effects of instruction. " Ginsberg and Murphy (2002) discuss some specific benefits: n Administrators become more familiar with the school's curriculum and teachers' instructional practices; n Administrators can gauge the climate of a school (Are students engaged? Are cross-curricular concepts a part of everyday teaching? Are new teachers catching on?); n A team atmosphere develops as teachers and administrators examine instruction and student motivation and achievement; n Administrators establish themselves as campus leaders and instructional mentors, influencing teaching, learning , and ongoing school renewal; and n Students see that both administrators and teachers value instruction and learning. Principal John Skretta (2007) says that " their greatest value is that administrators can use them to gather data, which in turn can be used to prompt and provoke dialogue about instruction between teachers and administrators. " Walking through a Walkthrough Perry (in Richardson, 2001) describes the walkthrough approach as different from one that focuses on a single classroom because its intent is to create " a schoolwide 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. " He cites a middle school where teams comprising the principal, an assistant principal, and three or four teachers go through the building about once a week. These walkthroughs follow a specific protocol, with time spent before each walkthrough to identify and discuss the focus of the observations , followed by a " debriefing " discussion among team members to identify elements that should be shared with teachers. Before going into the classroom, visitors would be assigned a specific task. For example, one visitor might be assigned to note whether and what types of student writing are displayed in the room, another to write down what is written on the chalkboard, and another to pull aside one or two students to learn what they understand about the writing process ... After leaving each classroom, the team of visitors goes down the hall a short way and spends about five minutes comparing notes. After visiting all of the classrooms for that …
Starting Page	30
Ending Page	34
Page Count	5
File Format	PDF HTM / HTML
Volume Number	88
Alternate Webpage(s)	https://www.naesp.org/sites/default/files/resources/2/Principal/2009/M-A_p30.pdf
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article