Does a supervisor’s walkthrough make you nervous? You know, when your supervisor walks into your classroom and judges your teaching for ten to twenty minutes. You never know when a walkthrough will happen. It could happen during a well-planned lesson, after students have transitioned from groupwork, or after you have just given your class “the speech” about behaving well. It has happened to every teacher. Don’t fret. Be prepared for your walkthrough with these easy reminders.
My district used to use the IObservation program, which is a division of Learning Sciences Internationals (the company associated with Robert J. Marzano). However, this year, I received an email from EZ-Walkthrough. It appears to be similar to the IObservation format. The walkthrough has six areas:
1. Learning Outcome-This topic covers “I can statements,” instruction is developmentally appropriate, evidence of authentic student work is posted, there is a literature and print-rich environment to support student learning, and classroom environment is safe and conducive to student learning.
2. Focus Lesson: I Do (Whole-group, teacher-directed delivery of new learning)-This addresses if the teacher is establishing purpose, establishing student connections, and providing explicit language and instruction.
3. Guided Practice: We all Do (Whole-group, teacher-facilitated practice of new learning to transition out of the mini-lesson)-How does the teacher facilitate practice? The teacher provides guided practice. Does the teacher guide students through a task? Does the teacher check for understanding? Is the teacher using purposeful identified questions, cues and prompts?
4. Independent Practice: You do (Student-centered, application of learning goal)-This is when you allow the students to apply the learning goal. Does the teacher provide practice that is meaningful, relevant and an extension of learning? Is the teacher designing opportunities for students to take responsibility for their learning?
5. Marzano’s High Yield Strategies Observed-The nine high-yielding strategies are listed: identifying similarities and differences, summarizing and notetaking, reinforcing effort and recognitions, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, and questions, cues, and advance organizers.
6. Flexible Group Observed-This area is pretty much self-explanatory and includes whole group, pairs, individual, small groups, teacher conference with a small group, and teacher conference with an individual student.
Why Is This Important to You?
Walkthroughs are attached to your name and your evaluation process. Supervisors can use walkthroughs as documentation or artifacts that support your overall evaluation. Also, knowing what your supervisor is expecting from you is like using a rubric for writing an essay. You have a road map, a guide to teaching. The topics listed above will also help you purposefully plan, teach, and provide better quality teaching.
What Happens if the Observer Enters the Room and You Aren’t Doing Any of the Six Areas?
You can provide the observer with your lesson plan or explain what your students are doing. I always post an “I can statement” on the board. I strongly suggest you post your “I can statement” or objective on the board too. If you do not have any of the six topics ready, review the six topics and place them in your plans. You should always be ready for a guest entering your classroom.
What if I don’t get a checkmark for each category, what does that mean?
Remember, this is a walk-through, which means a short observation. You may not cover all six categories, especially if your students are quietly completing an independent assignment. Work on the six categories for your evaluation. Have documentation and artifacts for each one of the categories and place them in a binder. Read Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert Marzano, Debra J. Pickering, and Jane E. Pollock. You will find Marzano’s nine high-yielding strategies in this book, and you can begin incorporating them in your unit plans and in your evaluation.
Walkthroughs can happen at the least expected time, and they can provide a snapshot of your teaching without a formal evaluation. However, walkthroughs are the supporting evidence to your formal evaluation. Becoming familiar with the walkthrough forms will assist you in planning your unit, knowing what is expected during the walkthrough, and providing better quality teaching. As a teacher, we want to grow within our career, and understanding the walkthrough form will open opportunities for more learning. For example, you may read more about Marzano’s high-yielding strategies because they are on the walkthrough form. Don’t overlook a walkthrough; learn from it and improve your skills.
Have you had a walkthrough this school year? What areas do you need to work on? Write your strengths and weaknesses from your walkthrough in the comment section.
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