The Three-Minute Classroom Walk-Through
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The Three-Minute Classroom Walk-Through

Changing School Supervisory Practice One Teacher at a Time



© 2004 | 224 pages | Corwin

Change the entire school culture with this collaborative method of supervision!

For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that is irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

Easy to understand and adopt, this method will answer the questions most important to principals:

  • Is the work of my teachers aligned with the district curriculum?
  • Are my teachers using research-based "best practices"?
  • Are they choosing the instructional strategies that will promote student achievement?

Also known as the Downey Walk-through, the method presented in The Three-Minute Classroom Walk-Through has been developed over a 40-year period, tested and refined in actual teaching environments, and taught internationally.

Also see:
The Three-Minute Classroom Walk-Through (Multimedia Kit)

Preface
About the Authors
Dedication
1. Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach
What is the Downey Walk-Through?  
Why Walk-Throughs?  
The Evolution of the Downey Walk-Through Process  
2. Conducting the Walk-Through Observation: A Five-Step Process
The Five-Step Observation Structure  
Step 1: Student Orientation to Work  
Step 2: Curricular Decision Points  
Step 3: Instructional Decision Points  
Step 4: "Walk the Walls" - Curricular and Instructional Decisions  
Step 5: Safety and Health Issues  
3. Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation
How Do We Provide Direct Feedback?  
The Note  
A Better Approach-Discussion  
Direct Feedback Statement and Conversation  
How Do We Provide Indirect Opportunities for Reflective Inquiry?  
How Do We Ask Reflective Questions and Carry On the Conversation?  
How Do We Ask Reflective Questions and Carry On the Conversation?  
The Reflective Conversation  
4. Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-
Through  
The Novice/Apprentice  
The Professional Teacher  
The Expert Teacher  
Limitations of the Taxonomy  
5. Establishing Logistical Procedures for Implementing the Walk-Through Process
Finding the Time  
Preparing Staff, Students, and Parents  
Record Keeping  
Board Policy to Support Walk-Throughs  
6. Cultivating the Culture: Effectuating Change that Works
Lessons Learned About Change in Educational Cultures  
Challenges and Barriers to Change  
Deciding When to Intervene: The Marginal Teacher  
Examples of Successful Implementation: Making the Walk-Through Process Work  
Salinas Union High School District, California  
Norman Public Schools, Norman, Oklahoma  
Durham and Simco County School Boards, Ontario, Canada  
Napa Valley Schools, Napa Valley, California  
Shawnee Mission School District, Shawnee Mission, Kansas  
Columbia-Brazoria Independent School District, Texas  
San Leandro Unified School District, California  
San Benito County, California, County Office of Education  
Cultivating the Culture: A Final Word  
7. Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
Early History  
Developmental Supervision and Mentoring  
The Teacher as an Adult Learner  
Promoting Development  
8. Determining Whether Walk-Throughs Are the Right Stuff
Background and History of Management by Wandering Around  
Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation?  
The MBWA Research Results  
The Walk-Through with Reflective Question Research  
9. Understanding the Walk-Through as a Discursive Practice
Examining the Dimensions of the Walk-Through  
Changing the Discursive Practice of "Corrective" Supervision  
Some Issues With the Model  
A Pause to Consider Your Specific Situation  
Troubleshooting Problems with the Downey Walk-Through  
10. Linking the Walk-Through Process to a Model of Teacher Growth
Walk-Throughs and the Teacher Growth Model  
The Model  
Transformative Learning as it Relates to the Model  
Organizational Learning and Transformation  
Providing Feedback Conversation for Growth  
Index

"The book is easy to read and easy to understand. The information is practical and provides an excellent resource for administrators who are truly interested in improving instruction."

Edward Chevallier, Executive Director, Curriculum & Staff Development
Carrollton-Farmers Branch ISD, Carrollton, TX
Key features
  • Very strong authorship team
  • Emphasize time management, increased feedback for teachers, and a truly collaborative process
  • The book is a very practical approach to the process, proscriptive and applied to make the process easy to understand and adopt.
  • Workshops for the Downey model are currently being offered through Phi Delta Kappa, ACSA, and the Texas Association of School Administrators. The model has also been presented at NSDC.

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