Improving Performance Using Classroom Walkthroughs
by Marci Glover
There is an aspect of clinical supervision associated with feedback and observation forms. They are considered effective tools for evaluating how a teacher performed. Their use in assisting the same teacher to improve on his performance is questionable. This has made <A href="http://www.instructionalrounds.com">classroom walkthroughs</A> preferable. They are aimed at providing an opportunity for professional development.
Instructional leadership helps the student to achieve more beyond improving the processes of teaching and learning. Institutionalization of capacity building and structures make the school a conducive place for both teaching and learning. A collective plan is developed to identify challenges and provide solutions. Every stakeholder becomes a participant towards improving performance.
The walkthrough approach offers numerous advantages including availing crucial data on the core function on learning institutions. There is active participation of the teacher and leadership with the aim of improving the results other than reprimanding the teacher. The leader plays the role of a teacher at some point.
An observer or observers visit classrooms to collect evidence of a predetermined practice. The aim of such observations is to assist a department or faculty in delivery of the curriculum. The duration varies on the length of the entire sessions. It may range between two minutes and up to forty five minutes.
Downey Carolyn is accredited with creation of the basic model for walkthroughs. Over time, different institutions have modified their forms depending on their mandate. The aim is to meet unique needs in each environment. Evaluations are best done in a plenary in order to come up with a common stand. It creates uniformity within the department.
A walkthrough aims at reinforcing the institutional and instructional practices across the faculty. It also provides vital data on both the learning and teaching processes. This helps the institution to develop a master plan or template for delivery. It sets off discussions on important aspects within a department regarding both learning and teaching processes.
The data collected can be used to relate practices in different institutions. This tool therefore serves as a correlation accessory for participants, both internally and externally to learn. The availability of continuous feedback offers an incredible learning opportunity. It deepens understanding among stakeholders in the processes and helps them to improve on delivery.
The process of evaluation focuses on the mode of delivery instead of individual instructors. The model originally developed by Carolyn was short and laid emphasis on informal observations. Its interest was the curriculum and used collaborative means to improve performance.
The observer should be provided with a template to identify the ideal situation. The template should apply across board since the aim is to track an institutional habit. Such a template is referred to as a look-fors. It outlines the behaviors that must be observed in order to meet a set criterion by a faculty.
It is possible to make observations from recorded material. This eliminates the need for a physical observer who is likely to influence a teacher to change normal behavior. This is a tool for strengthening the culture of the school through verified practices. Each institution is at liberty to modify its approach to suit particular needs.
You can visit <a href="http://www.instructionalrounds.com">www.instructionalrounds.com</a> for more helpful information about Improving Performance Using Classroom Walkthroughs.
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New Unique Article!
Title: Improving Performance Using Classroom Walkthroughs
Author: Marci Glover
Email: nathanwebster335@live.com
Keywords: elementary school, school, classes, teachers, education, learning, recreation, personal growth
Word Count: 527
Category: K-12 Education
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