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| Carolyn J. Downey | |
| Betty E. Steffy | |
| Fenwick W. English |
The University of North Carolina at Chapel Hill
Director, Research Function of Pravah, New Delhi |
| Larry E. Frase | San Diego State University, California |
| William K. Poston, Jr. | Iowa State University, USA |
| © 2004 | 224 pages | Corwin |
| Instructors | ||||
| Complimentary Review Copy | ||||
| Individual Purchasers | ||||
| Paperback | ISBN: | 9780761929673 | $38.95 | |
| Hardcover | ISBN: | 9780761929666 | $82.95 | |
| 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 |
| Carolyn J. Downey | |
| Betty E. Steffy | |
| Fenwick W. English |
The University of North Carolina at Chapel Hill Director, Research Function of Pravah, New Delhi |
| Larry E. Frase | San Diego State University, California |
| William K. Poston, Jr. | Iowa State University, USA |
| © 2004 | 224 pages | Corwin |
| ISBN: 9780761929673 | Paperback | Suggested Retail Price: $38.95 | Bookstore Price: $31.16 |
| ISBN: 9780761929666 | Hardcover | Suggested Retail Price: $82.95 | Bookstore Price: $66.36 |
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:
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)
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