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Classroom Walkthrough

Clinical supervision is the most often used tool in evaluating teacher performance, however the extent in which it assists teachers to improve their delivery of instruction is questionable. As a result, the classroom walkthrough, not designed for evaluation but for the purpose of professional development, has gained increasing popularity (David, J. 2008). Instructional leadership is critical to the improvement of teaching and learning and plays a significant role with student achievement (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Elliot Eisner (2002) suggests that in order to be effective, leaders need to spend one third of their time in classrooms, and when principals spend more time in classrooms, teachers report a positive perception of the principal. In order for teacher quality to improve, Sergiovanni (2005) states that leadership is the key. School improvement relies heavily on the working relationship between instructional leaders and teachers. The success of the organization is sustained when the leaders serve as teachers for others (Sparks, 2007). The classroom walkthrough model consists of a series of frequent classroom visits where the observer(s), typically administrators, are present to look for predetermined evidence of specific practices. The observations last anywhere from 2 to 45 minutes, and are intended to provide information regarding patterns of instructional practices in order to support the faculty in the delivery of instruction and curriculum. (Downey, Downey, C., Steffy, B., English, F., Frase, L. Poston, W. (2004). Carolyn Downey is known for her early work in the development of the walkthrough model, however, there are several models available and some school districts have created their own. The aim of the classroom walkthrough is to provide direct and specific feedback to teachers based on the snapshot observed. The feedback can be given to an individual or more often, is a report of patterns noted during the walkthroughs. According to the National Staff Development Council (2006), walk-throughs, sometimes referred to as “learning walks” provide the opportunity to:

•	reinforce attention to instructional practices •	gather data about instructional practice and student learning •	stimulate collegial conversation about teaching and learning •	learn from other participants •	deepen understandings and improve practices through continuous feedback

Definition of Terms Related to the Classroom Walkthrough

•	Classroom walkthrough – an organized observation that requires the principal or supervisor to frequently visit classrooms to look for specific instructional practices (Fink & Resnick, 2001). Some models focus on accountability, though designed to foster collaboration.

•	Debriefing the faculty- general feedback provided to the entire faculty that focuses on what is present in the school, and not on an individual teacher.

•	Downey Walk-Through Model- short, focused, informal observations; time for reflection: a focus on curriculum and instruction; occasional follow up; and informal collaborative process. (Downey, et al 2004, 3-5)

•	Look-fors – a precise indicator of teaching strategies that tell the observer what the strategy looks like when applied in the classroom (Graf 2004, Mooney, Mausbach 2008 p.106).

REFERENCES David, J.L. (2008). What research says about classroom walkthroughs, Educational Leadership. 65(4), 81-82.

Downey, C., Steffy, B., English, F., Frase, L. Poston, W. (2004). The Three Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at 	a Time. Thousand Oaks, CA. Corwin Press.

Eisner, E. (2002). The Arts and Creation of Mind. New Haven Yale University Press.

Leithwood, K., Louis, K., Anderson, S. & Wahlstrom, K. (2004). Review of research. How  leadership influences learning. NY: The Wallace Foundation.

Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York. Double Day.

Sparks, D. (2007). Leading for Results. Thousand Oaks, CA: Corwin Press.