Literacy Walks
What is a Literacy Walk? <ul><li>Focussed classroom observations </li></ul><ul><li>Real-time data to make decisions for: <...
Literacy Walk <ul><li>The Literacy Walk is designed to assist  in “coaching” for improved literacy practice in the classro...
Why a Literacy Walk? <ul><li>Principal as “Lead Learner”  in the school with key responsibility for literacy improvement <...
Focussed Observations <ul><li>Must be built in an atmosphere of trust </li></ul><ul><li>Openness and confidentiality must ...
What it is not <ul><li>Not a personal judgement or evaluation of teachers, students, classroom or leaders </li></ul><ul><l...
Process NCSL: Getting started with Networked Learning Walks http://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf
1. Agree on the focus <ul><li>As a professional learning team, agree on the focus for the visit </li></ul><ul><li>identify...
Focus on success <ul><li>How will you create a shared responsibility for improvement? </li></ul><ul><li>What professional ...
2. Establish the team <ul><li>Shared responsibility for literacy improvement across the team </li></ul><ul><li>Shared unde...
<ul><li>Who will be observed? </li></ul><ul><li>Which classrooms? </li></ul><ul><li>What focus? </li></ul><ul><li>What que...
3. Prepare for the literacy  walk <ul><li>Agreement about focus for walk </li></ul><ul><li>Establishment of protocols </li...
<ul><li>What is the focus of the Literacy Walk? </li></ul><ul><li>What pedagogy underpins this? </li></ul><ul><li>What pro...
4. Classroom visit  <ul><li>Provides a snapshot of classroom practice </li></ul><ul><li>Lasts no more than 15 minutes </li...
<ul><li>Explicit teaching </li></ul><ul><li>Classroom organisation </li></ul><ul><li>Classroom management and behaviour </...
5. Corridor Talk <ul><li>Immediately after classroom visit, walkers take time to share evidence related to  focussed  obse...
<ul><li>Take time to make sense of recorded observations </li></ul><ul><li>Make list of evidence and data collected </li><...
6. Debrief and feedback <ul><li>Walkers review evidence and questions raised during corridor talk and use this data to inf...
<ul><li>What information will be fed back to teachers?  </li></ul><ul><ul><li>When?  </li></ul></ul><ul><ul><li>Where?  </...
“ Adults do not learn from  experience,  they learn from  processing  experience.” Arin-Krupp as cited in Garmston & Wellm...
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Literacy walk banyule network

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  • Agree on the focus Establish the team Prepare for the literacy walk Classroom visit Corridor talk Debrief and feedback
  • Questioning Students T and students Students individually asking questions of themselves, text and author
  • Literacy walk banyule network

    1. 1. Literacy Walks
    2. 2. What is a Literacy Walk? <ul><li>Focussed classroom observations </li></ul><ul><li>Real-time data to make decisions for: </li></ul><ul><li>-Improving literacy teaching </li></ul><ul><li>-School improvement planning </li></ul><ul><li>-Professional learning planning </li></ul><ul><li>School-wide reflective practice </li></ul><ul><li>Increased student achievement </li></ul>
    3. 3. Literacy Walk <ul><li>The Literacy Walk is designed to assist in “coaching” for improved literacy practice in the classroom </li></ul><ul><li>Focus on a snapshot of classroom literacy practice: </li></ul><ul><ul><li>Classroom environment </li></ul></ul><ul><ul><li>Student perceptions </li></ul></ul><ul><ul><li>Analysis of student work </li></ul></ul><ul><ul><li>Discussion & observation of teaching practice </li></ul></ul>
    4. 4. Why a Literacy Walk? <ul><li>Principal as “Lead Learner” in the school with key responsibility for literacy improvement </li></ul><ul><li>Whole-school commitment to improving literacy practice </li></ul><ul><li>Provides opportunity to learn from and with each other </li></ul>
    5. 5. Focussed Observations <ul><li>Must be built in an atmosphere of trust </li></ul><ul><li>Openness and confidentiality must be encouraged </li></ul><ul><li>Uses agreed protocols </li></ul><ul><li>Evidence based rather than judgemental </li></ul><ul><li>Observations of student learning </li></ul><ul><ul><li>Discussion with students </li></ul></ul><ul><ul><li>Current task and displayed resources </li></ul></ul>
    6. 6. What it is not <ul><li>Not a personal judgement or evaluation of teachers, students, classroom or leaders </li></ul><ul><li>Not a focus on individuals </li></ul><ul><li>Not an opportunity to disrupt learning </li></ul><ul><li>Not sweeping observations or judgements </li></ul><ul><li>Not comparison between classes </li></ul>
    7. 7. Process NCSL: Getting started with Networked Learning Walks http://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf
    8. 8. 1. Agree on the focus <ul><li>As a professional learning team, agree on the focus for the visit </li></ul><ul><li>identify the focus from professional learning </li></ul><ul><li>Identify what you would you expect to see </li></ul><ul><li>Identify what you might observe </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Tasks </li></ul></ul>
    9. 9. Focus on success <ul><li>How will you create a shared responsibility for improvement? </li></ul><ul><li>What professional learning have teachers engaged in? </li></ul><ul><li>What will be the focus of the observation? </li></ul><ul><li>Who will participate in the visits and why? </li></ul><ul><li>How and when will feedback from data collected be provided to participants? </li></ul><ul><li>How will you select the classrooms to visit? </li></ul><ul><li>What resources will be required? </li></ul><ul><li>What is the role of students and how are they involved ? </li></ul>
    10. 10. 2. Establish the team <ul><li>Shared responsibility for literacy improvement across the team </li></ul><ul><li>Shared understanding of purpose for visits </li></ul><ul><li>Clarity of focus for visit – what is to be observed </li></ul><ul><li>Opportunity for learning about leading literacy improvement </li></ul>
    11. 11. <ul><li>Who will be observed? </li></ul><ul><li>Which classrooms? </li></ul><ul><li>What focus? </li></ul><ul><li>What questions? </li></ul><ul><li>What evidence? </li></ul><ul><li>What planning? </li></ul><ul><li>What processes? </li></ul>
    12. 12. 3. Prepare for the literacy walk <ul><li>Agreement about focus for walk </li></ul><ul><li>Establishment of protocols </li></ul><ul><ul><li>Ensure there is learning for each person involved </li></ul></ul><ul><ul><li>Ensure learning - rather than judgement – is the focus </li></ul></ul><ul><ul><li>Support each person to prepare for the walk </li></ul></ul><ul><ul><li>Gain commitment to the process </li></ul></ul>
    13. 13. <ul><li>What is the focus of the Literacy Walk? </li></ul><ul><li>What pedagogy underpins this? </li></ul><ul><li>What professional learning has been undertaken? </li></ul><ul><li>What are the changes to literacy practice we would expect to see as a result of this? </li></ul><ul><li>What will we see and hear? </li></ul><ul><li>What evidence and data would be collected? </li></ul>
    14. 14. 4. Classroom visit <ul><li>Provides a snapshot of classroom practice </li></ul><ul><li>Lasts no more than 15 minutes </li></ul><ul><li>Evidence gathered from 4 sources: </li></ul><ul><ul><li>Classroom environment </li></ul></ul><ul><ul><li>Talk with students </li></ul></ul><ul><ul><li>Analysis of student work </li></ul></ul><ul><ul><li>Discussion & observation of teacher </li></ul></ul>
    15. 15. <ul><li>Explicit teaching </li></ul><ul><li>Classroom organisation </li></ul><ul><li>Classroom management and behaviour </li></ul><ul><li>Student work samples </li></ul><ul><li>Displays of student work </li></ul><ul><li>Student engagement </li></ul><ul><li>Teacher student interactions </li></ul><ul><li>High level questioning </li></ul><ul><li>Student questioning </li></ul><ul><li>Student interactions </li></ul><ul><li>Small group interactions </li></ul><ul><li>Support and praise </li></ul><ul><li>Feedback </li></ul>
    16. 16. 5. Corridor Talk <ul><li>Immediately after classroom visit, walkers take time to share evidence related to focussed observations (non-judgemental) </li></ul><ul><li>Focus on positives as well as constructive questions </li></ul><ul><li>Ensure observations are evidenced and data-driven </li></ul><ul><li>Note key issues for debrief meeting </li></ul>
    17. 17. <ul><li>Take time to make sense of recorded observations </li></ul><ul><li>Make list of evidence and data collected </li></ul><ul><li>Ensure discussion is free from judgement </li></ul><ul><li>What did you learn? </li></ul><ul><li>What questions do you have? </li></ul><ul><li>What next? </li></ul>
    18. 18. 6. Debrief and feedback <ul><li>Walkers review evidence and questions raised during corridor talk and use this data to inform professional learning focus </li></ul><ul><li>Structure debrief to allow personal and group reflection </li></ul><ul><li>Feedback reflects observed practice </li></ul><ul><li>Focus on what to do next </li></ul>
    19. 19. <ul><li>What information will be fed back to teachers? </li></ul><ul><ul><li>When? </li></ul></ul><ul><ul><li>Where? </li></ul></ul><ul><ul><li>How? Individual or group? </li></ul></ul><ul><li>How will observations and implications be shared? </li></ul><ul><ul><li>Then what? </li></ul></ul><ul><li>How will the success be celebrated? </li></ul><ul><ul><li>Who? </li></ul></ul><ul><ul><li>When? </li></ul></ul><ul><li>What is the focus for next literacy walk? </li></ul>
    20. 20. “ Adults do not learn from experience, they learn from processing experience.” Arin-Krupp as cited in Garmston & Wellman, 1997

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