Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement

Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement

Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement

Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement

Synopsis

Revolutionize the walkthrough to focus on the endgame of teaching: student learning. Authors Connie M. Moss and Susan M. Brookhart present the proven practice of formative walkthroughs that ask and answer questions that are specific to what the student is learning and doing. Learn the value of having the observer examine the lesson from the student's point of view and seek evidence of seven key learning components: - A worthwhile lesson - A learning target - A performance of understanding - Look-fors, or success criteria - Formative feedback - Student self-assessment - Effective questioning. Drawing upon their research and extensive work with K-12 teachers and administrators, Moss and Brookhart delve into the learning target theory of action that debuted in Learning Targets: Helping Students Aim for Understanding in Today's Lesson and show you how to develop a schoolwide collaborative culture that enhances the learning of teachers, administrators, coaches, and students. They present detailed examples of how formative walkthroughs work across grade levels and subject areas, and provide useful templates that administrators and coaches can use to get started now.

Excerpt

The complexities of teaching and learning in 21st century schools require educators who meet those challenges by continually evaluating evidence and exercising trustworthy judgment. On a daily basis, they must continue to learn about effective educational practices and to weigh the effectiveness of their own classroom practices. Without both perspectives, educators are hard pressed to deepen their understanding about their students and use that evidence to exercise sound professional judgment. To make good decisions, educators must keep what is best for their students at the heart of their decision making.

Toward this end, many principals, curriculum directors, coaches, and teachers are using a new view of classroom walkthroughs—formative rather than evaluative—that helps them to gather real-time evidence to guide their decisions, cultivate schoolwide improvement efforts, and sustain meaningful professional development. Supported by years of research on effective professional learning (Darling-Hammond & McLaughlin, 1995), formative walkthroughs help educators engage each other in directly confronting research and theory to regularly evaluate their own practices in a safe culture characterized by mutual assistance and sustained through coaching and collaborative problem solving around specific problems of practice (Moss & Brookhart, 2014).

We wrote this book to help educators engage in the formative walkthrough process to harness the power of collaborative inquiry and evidencebased decision making. In it we employ a learning target theory of action (Moss, Brookhart, & Long, 2013) grounded in the belief that improving . . .

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