The document discusses the use of classroom walk-throughs to provide instructional leadership. It explains that walk-throughs involve brief, focused visits to classrooms to observe instruction, management, and student engagement. The benefits include helping administrators and teachers improve practices through identified trends and focused professional development. An effective walk-through process involves establishing an instructional team, common expectations, and procedures for conducting walk-throughs, debriefing afterwards, and developing action plans to address findings.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Self-Regulated Learning in Action!
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Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. 3
Outcomes
Identify and understand the value, process,
tools, and implementation of an effective
walk-through and how it can strengthen
and enhance instructional leadership
Link the instructional walk-through with
other critical components of school
improvement
Providing Instructional Leadership Through Classroom Walk-Throughs
6. 6
What?
Brief, focused, and frequent
visits to the classroom for
the purpose of observing:
instructional delivery
instructional management
Instructional needs
(Picture of kids in a class jumping.)
Providing Instructional Leadership Through Classroom Walk-Throughs
7. 7Providing Instructional Leadership Through Classroom Walk-Throughs
Why a Walk-Through?
In your group, generate a list of the possible
benefits of conducting regular instructional
walk-throughs.
8. 8
Why a Walk-Through?
Administrators can…
Become more familiar with curriculum and
instructional practices
Confirm and establish progress monitoring data
Gauge the climate of the school
Influence team atmosphere
Model value of teaching and learning
Establish leadership in a professional learning
community
Ginsberg & Murphy, 2002
Providing Instructional Leadership Through Classroom Walk-Throughs
9. 9Providing Instructional Leadership Through Classroom Walk-throughs
Why a Walk-Through?
Teachers can…
Improve teaching strategies
Strengthen the link with instructional planning
Build professional development and/or growth plans
Schools can…
Guide and inform instructional practices
Focus in-class/grade level coaching sessions
Develop school-wide professional development plans
10. 10Providing Instructional Leadership Through Classroom Walk-Throughs
Why a Walk-Through?
Leaders can…
Develop and align professional development
Focus on the school improvement process
Provide focus for celebration
Build capacity
Prevent reading difficulties!
Establish a professional learning community
11. 11
Professional
Learning Community(Picture of children’s hands in the sand making a circle.)
Shared Vision
Collective learning
Shared leadership
Supportive conditions
Shared feedback
Providing Instructional Leadership Through Classroom Walk-Throughs
12. 12
Model for Instructional Success(Flow chart in the shape of a triangle with classroom walk throughs ate the top, differentiated professional development on the bottom left, and differentiated
instruction at the right hand corner, with arrow pointing from one point to the other and a picture of a teacher teaching class in the middle.)
Instructional
Observation
Instructional
Professional
Development
Instructional
Delivery and
Planning
Providing Instructional Leadership Through Classroom Walk-Throughs
13. 13
When?
When instructional team decides
Frequently
Like exercise!
(Picture of a clock with two arrows on opposite sides of it pointing up and down.)
Providing Instructional Leadership Through Classroom Walk-Throughs
14. 14
How to get Started…
How can administrators develop comfort
and skill with this form of instructional
leadership?
Providing Instructional Leadership Through Classroom Walk-Throughs
15. 15
Barriers for “U”
Under time constraints
Unplanned interruptions
Unsure
Unprepared
Unexpected requests
Uther???
Providing Instructional Leadership Through Classroom Walk-Throughs
16. 16
Solutions for “U”
(Table labeled barriers and solutions at the top with 5 rows underneath the first column says time constraints, Interruptions, unsure, unprepared, uther. The second column has nothing labeled
underneath Solutions.)
ACTIVITY
Barriers Solutions
Time constraints
Interruptions
Unsure
Unprepared
Uther…
17. 17
Before the Walk-Through…
Establish…
An instructional support team
Meeting times and visitation schedule
Common language and understanding
Common goals
Expectations for classroom visits
Data sources
Follow-up activities
Providing Instructional Leadership Through Classroom Walk-throughs
Before
18. 18
Instructional
Walk-Through Team
Identify team members
Establish roles and responsibilities of the
team members
Identify the sequential steps for before,
during, and after the classroom visit
Establish meeting and visit schedule
Provide a instructional needs assessment
Before
Providing Instructional Leadership through Classroom Walk-Throughs
19. 19
Common Language
and Understanding
Define agreed-upon practices through
differentiated professional development…
Reading components
Instructional delivery
Coaching models
Classroom management
Student engagement
Classroom observation tools
Providing Instructional Leadership Through Classroom Walk-Throughs
Before
20. I. Student Behaviors
Evidence
1 2 3 4
N/A
Students are actively engaged with concepts relevant to the content of the lesson.
Students are able to explain what they’re learning.
Students have multiple opportunities to demonstrate mastery through varied, relevant,
rigorous activities.
Students are engaged in appropriate academic and social behaviors are observed.
II. Teacher Behaviors/Instructional Strategies
Evidence
1 2 3 4
N/A
Teacher demonstrates a solid grasp of the content.
Teacher delivers instruction aligned to a rigorous learning objective.
Teacher demonstrates strong pedagogical skills, balancing direct instruction with modeling,
facilitating, and/or coaching students as appropriate.
III. Formative Assessment Strategies
Evidence
1 2 3 4
N/A
Teacher uses a variety of formative assessments of the daily learning objective.
Teacher adjusts instruction based on checks for understanding.
Teacher provides positive error correction, modeling, and practice opportunities.
ACTIVITY
(Three
charts, the
first is
students
behaviors,
second is
teacher
behaviors/
instructiona
l strategies,
third
formative
assessment
strategies.)
21. 21
Classroom Observation Form
Technical-assistance request
Agreed-upon coaching focus
Self assessment
Instructional planning
Professional development assessment
Grade-level and after-school meetings
Area of focus across grade levels
Needs of district/school/grade level/teacher
Use when demonstrating a lesson or routine/format
Before
Providing Instructional Leadership Through Classroom Walk-Throughs
22. 22
Define Instructional
Expectations
Pair up.
With your partner, choose one section of the
sample Classroom Walk-through Observation
form.
Pinpoint exactly what each component would
look like in the classroom.
Before
ACTIVITY
23. I. Student Behaviors
Evidence
1 2 3 4
N/A
Students are actively engaged with concepts relevant to the content of the lesson.
Students are able to explain what they’re learning.
Students have multiple opportunities to demonstrate mastery through varied, relevant,
rigorous activities.
Students are engaged in appropriate academic and social behaviors are observed.
II. Teacher Behaviors/Instructional Strategies
Evidence
1 2 3 4
N/A
Teacher demonstrates a solid grasp of the content.
Teacher delivers instruction aligned to a rigorous learning objective.
Teacher demonstrates strong pedagogical skills, balancing direct instruction with modeling,
facilitating, and/or coaching students as appropriate.
III. Formative Assessment Strategies
Evidence
1 2 3 4
N/A
Teacher uses a variety of formative assessments of the daily learning objective.
Teacher adjusts instruction based on checks for understanding.
Teacher provides positive error correction, modeling, and practice opportunities.
(Three
charts, the
first is
students
behaviors,
second is
teacher
behaviors/
instruction
al
strategies,
third
formative
assessme
nt
strategies.
)
24. 24
Expectations for
Classroom Visits
Length of time
Number of visitors
Where to stand/sit
Lesson plan
Data-driven focus
(Picture of a large blue box over the above words saying “,Does the data reveal a need for change?”)
Providing Instructional Leadership through Classroom Walk-throughs
Before
Does the data reveal a
need for change?
25. 25
Walk-Through Team
Follow-up Activities
Allot time for individual and group reflection
Identify data trends
Debrief and identify preliminary findings
Communicate findings
Develop an action plan
Before
Providing Instructional Leadership through Classroom Walk-throughs
27. 27
During the Walk-Through…
Conduct brief, scheduled visits
Focus on agreed-upon priorities
Ensure a student-centered focus
Have short, reflective discussion
Follow established procedures
Providing Instructional Leadership Through Classroom Walk-Throughs
During
28. 28
During the Walk-Through…
Does the data reveal a need for change?
During
Providing Instructional Leadership Through Classroom Walk-Throughs
29. 29
After the Walk-Through…
Team…
meets immediately and debriefs
Establishes trends linked to focus
Identifies new trends
Determines communication with the faculty
Reconvenes after sharing and gathering
recommendations from the faculty
Develops action plan
Providing Instructional Leadership Through Classroom Walk-Throughs
After
30. 30
After the Walk-Through
Divide into groups of three.
Develop an agenda for the classroom
walk-through team meeting.
After
ACTIVITY
31. 31
Action Plan
Targets…
Individual teachers, specific grade level, or
instructional component
Focus for differentiated coaching
Professional development needs
Assessment needs
Process or plan improvement
Focus areas
After
Providing Instructional Leadership Through Classroom Walk-Throughs
32. A Powerful Process for Classroom Walk-Throughs(Flow chart with the words analyze, plan, walk-through, monitor, Assess, and Action plans circled in a explosion balloon, With the words Successful instructional program in a banner in
the middle.)
Assess
Analyze
Assess
Plan
Walk-
Through
Monitor
Successful
Instructional
Program
Action
Plans
34. 34
Outcomes
Did you identify and understand the value,
process, tools, and implementation of an
effective walk-through?
Did you discover and how it can strengthen
and enhance instructional leadership?
Did you see the link the instructional walk-
through with other critical components of
school improvement?
Providing Instructional Leadership Through Classroom Walk-Throughs
35. 35
References and Resources
Ginsberg, M.G. & Murphy, D. (2002). How walkthroughs open
doors. Boulder, CO: Author. Available online:
http://csd.org/csdrpdc/howwalkthroughsopendoors.pdf
Skretta, J. & Fisher, V. (2002). The Walk-Through Crew. NASSP’s
Principal Leadership. Available online:
http://www.nassp.org/new/pl_walkthrgh_1102.html
Leadership by Walking Around. Available online:
www.principalspartnership.com/feature203.html
Providing Instructional Leadership through Classroom Walk-throughs