Therefore my suggestion to most school leaders is that the data from walkthroughs be used to raise questions for the administrator that lead to more in-depth observations or data collecting activities. My finding is that too little is observed in five minutes for it to be recorded as a conclusion. Students were engaged in higher order problem-solving.
Teacher was asking higher order questions.
Frequently I find myself frustrated at the number of items being considered and the often need for the observer to make a “conclusion or judgement” from too little observational data. Quite often when I am consulting in schools with coaches and principals, I am asked to join them on some walkthroughs and handed their district walkthrough form. *Having the improvement of student achievement as its ultimate goal *An opportunity to give feedback to teachers for reflection on their practice *Focused on “look-fors” that emphasize improvement in teaching and learning *NOT intended for formal teacher evaluation purposes *Quick snapshots of classroom activities (particularly instructional and curricular practices) *Involving the principal and/or other administrators, other instructional leaders and teachers They identify these common elements of a classroom walkthrough: In a recent Education World blog tips for walkthroughs, taken from Classroom Walkthroughs to Improve Teaching and Learning, by Donald S. One of several areas under exploration was the use of classroom walkthroughs to gain information concerning current teaching and learning experiences. I was recently prepping for a Skype consultation that I was conducting with a curriculum team in the midst of exploring a strategic plan for improving their students’ current math achievement.
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