Using the Classroom Walk-Through as an Instructional Leadership Strategy
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| Title: | Using the Classroom Walk-Through as an Instructional Leadership Strategy |
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| Language: | English |
| Source: | Center for Comprehensive School Reform and Improvement. 2007. |
| Availability: | Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2007 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (ED), Washington, DC. |
| Document Type: | Collected Works - Serial Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Observation, Instructional Leadership, Elementary Secondary Education, Educational Development, Principals, Teacher Evaluation, Teacher Administrator Relationship, Educational Strategies, Data Collection, Educational Change, Time Blocks, Interprofessional Relationship, Communication (Thought Transfer), Feedback, Faculty Development, Classroom Environment, Classroom Observation Techniques |
| Abstract: | A strategy used by many principals to gather classroom information and frame that interaction is the classroom "learning walk" or "walk-through." The walk-through can be defined as a brief, structured, nonevaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher about what was observed. Used well, the walk-through can provide both principal and teacher with valuable information about the status of the school's instructional program. This month's newsletter examines the walk-through strategy as a tool for providing instructional leadership. It describes the essential elements of a walk-through, specifically brevity, focus, and dialogue. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.] |
| Abstractor: | ERIC |
| Number of References: | 6 |
| Entry Date: | 2007 |
| Accession Number: | ED495741 |
| Database: | ERIC |
| Abstract: | A strategy used by many principals to gather classroom information and frame that interaction is the classroom "learning walk" or "walk-through." The walk-through can be defined as a brief, structured, nonevaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher about what was observed. Used well, the walk-through can provide both principal and teacher with valuable information about the status of the school's instructional program. This month's newsletter examines the walk-through strategy as a tool for providing instructional leadership. It describes the essential elements of a walk-through, specifically brevity, focus, and dialogue. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.] |
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