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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
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
FullText Text:
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  Data: Using the Classroom Walk-Through as an Instructional Leadership Strategy
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  Data: 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
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 4
    Subjects:
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Time Blocks
        Type: general
      – SubjectFull: Interprofessional Relationship
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
    Titles:
      – TitleFull: Using the Classroom Walk-Through as an Instructional Leadership Strategy
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