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CWT Bankston ppc

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  • 1. Classroom Walkthroughs
    • “If you don’t know what good practice looks like and you can’t translate it into a common language, improvement won’t happen.”
    • Richard Elmore
    Bankstown PPA Conference 8 September 2011 Gail Dyer Belmore South Public School
  • 2.
    • an informal and non-evaluative way to observe teaching
    • meant to encourage dialogue among teachers, administrators, peers, mentors and/or coaches
    • followed by reflective conversation
    • intended to help teachers become self analytical and personally accountable for his/her work
    • encourage collaborative learning
    The Classroom Walkthrough Process is . . .
  • 3. A Classroom Walkthrough is NOT a . . .
    • way of documenting teacher appraisals and formal observations
    • tool for informal teacher observations
    • device for collecting information about individual teachers
    • reflection on teachers that uses evaluative or judgemental language
  • 4. A Classoom Walkthrough is . . .
    • quick, research-based-focused way to collect data as a means of focusing on best practice
    • a snapshot of what’s happening in the school
    • method for analysing patterns and trends in teaching and learning
    • structure for improving student learning and increasing student achievement
    • decision making device which is used to inform professional development planning
    • tool for increasing school-wide reflective practice
    • way to begin talking with teachers about how we can all work towards improving the instructional core
  • 5. What is the Instructional Core? Content Teacher Content Student Teachers and students working together in the presence of content.
  • 6. Seven Principles of the Instructional Core 1. Increases in student learning occur only as a result of improvements in the level of content, teachers’ knowledge and skill, and student engagement 2. If you change any single element of the instructional core, you have to change the other two 3. If you can’t see it in the core it isn’t there 4. Task predicts performance
  • 7. The Instructional Core (con’t) 5. The real accountability system is in the tasks that students are asked to do 6. We learn to do the work by doing the work , not by telling other people to do the work, not by having done the work at some time in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work 7. Description before analysis, analysis before prediction, prediction before evaluation . . . City et al 2009
  • 8.
    • Strong well informed leadership
    • Teachers working in teams
    • In depth knowledge and understanding of the Quality teaching framework
    • Coherent curriculum
    Prerequisites for CWT
  • 9.
    • Supported professional learning
    • Analysis of school based and NAPLAN data to inform areas requiring FOCUS
    • School Improvement Plan
    • Psychological safety,ie, feeling safe in the learning environment
    • Building Trust
    Prerequisites cont’d
  • 10. Building Trust
    • Trust is the foundation for this process
    • Be clear a CWT is NOT a focus on individuals or classrooms
    • A CWT is a way of increasing achievement schoolwide
    • It is about building support and community
  • 11. Why psychological safety?
    • A Classroom Walkthrough is an activity in which people are encouraged to speak powerfully in non-judgemental language about a particular problem of practice ... ( Area of Focus )
    • the language of “nice” pervades the world of educators and polite discourse is substituted for learning.
    • Real learning requires open and frank conversations about learning.
  • 12. Snapshot of Learning
    • Non evaluative, non threatening walkthroughs give observers a quick snapshot of learning.
    • The snapshot is used to engage teachers in conversations about how to improve teaching.
  • 13. Guiding Principles
    • We learn to do the work by doing the work, reflecting on the work and critiquing the work
    • Separate the person from the practice
    • Learning is an individual and a collective activity
    • Trust enhances individual and collective learning
    • Learning enhances individual and collective efficacy
  • 14. Goals for CWT
    • To have teachers take responsibility for their own work so that they will be directing their own professional learning towards developing skills and knowledge
    • Improved teacher practice and motivation will see students engaged in their own learning with improved quality of students’ work and learning outcomes
  • 15.  
  • 16.  
  • 17.
    • If we don’t provide intellectually stimulating environments for teachers, why do we think they would provide them for students? . . . Costa (2003)
  • 18. 1. What is our vision of effective student learning in our school? 2. How can classroom walkthroughs serve as a catalyst for taking action that results in the continuous improvement of teaching and learning? 3. What are some of the areas we might want to focus on during classroom walkthroughs? 4. What are the elements of the cycle of inquiry? 5. To what extent do you believe that focused conversations with colleagues regarding instructional practice lead to student mastery of content and skills? 6. What are the features of classroom walkthroughs that make it an effective vehicle for professional development? — Created by Stephen Gould, who is co-director of the National School Leaders’ Network Background Reading on CWTs leading to professional conversations around . . .
  • 19.  
  • 20. Planning with a focus
    • In this phase the leadership team identifies an area of focus. Our school priority is to improve our students’ Reading
    • Beginning with a clear focus ensures the CWT is purposeful and meaningful
    • The priority needs to be narrowed to target a specific aspect of Reading
  • 21. Negotiate . . .
    • The CWT Protocols so there are no surprises for anyone
    • The Focus. The Leadership team take Reading data to teachers and ask them to identify the area on which to focus the school’s professional learning using the CWT process
  • 22. Exploring the focus
    • Before any CWT can happen teachers across all Stages need to be on the same page
    • Develop a common langugae
    • Bring perceptions of the focus into alignment
    • Understand what the focus “Looks/sounds/feels like in a classroom
    • Collaboratively develop strategies that support the implementation of the focus into classroom practice
  • 23. Exploring the focus
    • Before any CWT can happen teachers across all Stages need to be on the same page
    • Develop a common langugae
    • Bring perceptions of the focus into alignment
    • Understand what the focus “Looks/sounds/feels like in a classroom
    • Collaboratively develop strategies that support the implementation of the focus into classroom practice
  • 24. To support the process it is necessary to decide . . .
    • What is observable in advance
    • How the observation is to be undertaken
    • How to discuss what is seen
  • 25. “ Learning to see unlearning to judge” Elmore 2009 Elmore 2009
    • When educators visit classrooms they have an idea of what they want to see based on their past experiences and what they know of effective classrooms
    • By contrast during CWTs there is a need to suspend judgement and gather evidence
    • The discipline of description is the core practice on which CWTs are based
  • 26. Honour the process
    • Take the picture: avoid becoming part of it
    • Use a wide lens to view the what the teacher and student are doing and identify the task
    • Interact with students as appropriate
    • Stay within the agreed time frame
  • 27. The DATA that is collected should only be in relation to the pre-determined focus. There is NO JUDGEMENT to be made. The CWT deals only with what is observable. There are 4 guiding questions . . . There are 4 guiding questions . . . There are 4 guiding questions . . .
    • What is the teacher doing?
    • What are the students doing?
    • What is the task?
    • Does the classroom environment support the learning focus?
  • 28. Analysing the Data The emphasis is on patterns and trends in the instructional programs rather than what is happening in the individual learning environments Look for the patterns and trends that are a concern and for those that need to be celebrated
  • 29.
    • The Reflective Process “maps the linkages between thinking, action and student learning.”
            • Reflective Practice to Improve Schools(2006) York-Barr et al
    What do you see? What do you think about it? What does this mean? What do we do now? Where to next? Reflection Protocols
  • 30. Doing the CWTs
    • CWTs are timetabled throughout the year
    • Our schedule is 6 in a year with 1 inTerms 1 and 4 and 2 in the other terms
    • Staff know the day and date of their CWT from the beginning of the year (draw)
  • 31. A typical CWT Day timetable Teams facilitated by either our HAT or AP Curriculum Teams facilitated by either our HAT or AP Curriculum Teams facilitated by either our HAT or AP Curriculum
    • 8.00am briefing session
    • 2 teams of 4 operate with a visiting executive member
    • CWTs begin at 9.30 and continue until 1.00pm
    • 2 to 3.00 pm CWT teams meet to de-brief, to discuss patterns and trends observed around the focus
    • The CWT Team develops a presentation for their colleagues along with tasks to promote reflection upon the CWT findings
  • 32. CWT learning spaces protocols
    • 4 to 7 mins in each learning environment, stay within this timeframe as it honours the process with the teacher
    • Use the time to look at the key elements the CWT is focussing on
    • Taking photos and videos as a form of data is appropriate
    • Talk to students to find out what they think they are doing
    • Do not do any writing or recording while in the learning space
    • Recording and discussing occurs away from the learning space
  • 33. Key insights
    • suspension of judgement is essential
    • identification of cause and effect relationships is embedded into the process
    • There is a need to challenge each other to produce the evidence - taking ourselves out of the realms of being “nice”
    • Avoid commenting on what is not seen in the classroom
    • Describe the evidence become discerning about what is worth noting
  • 34. Implications for practice
    • Much practice is needed to develop skills of a focussed non-judgemental observer
    • Subtle evidence needs to be collected to support observations
    • A common language and shared understandings develop as participants become more practiced
    • Necessity to have common processes, protocols and language around the observations for consistent data collection
  • 35. Further implications
    • Important to develop proforma for notetaking and collecting evidence which provides basis for for analysis, reflection and prediction
    • Time needs to be allocated for CWTs to become embedded into practice
    • Protocols support the development of a culture challenge “show me the evidence”
  • 36. Launching a Network
    • Practice focussing on Practice
    • setting expectations and norms to support a culture of trust, problem solving and continuous improvemnt
    • Skills of reflection and feedback
    • Action Planning for improvement in practice
  • 37. Whereto next?
    • Developing a different proforma for data collection - more quantitative
    • Fine tuning skills and digging deeper into teaching / learning practices
    • Having the challenging conversations
    • Developing Action Plans based on trends
    • Using Lesson Study to develop skills seen as missing from learning spaces currently
    • using CWT to inform Lesson Study
  • 38.