The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time
Change to a supervision method that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.
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Downey (educational leadership, San Diego State University) describes an original approach to classroom walk-throughs that focuses on the relationships between teachers and principals and recognizes a different level of content analysis regarding classroom work. She first details the approach, from the development of the information collection process to the use of the information collected to engage in reflective dialogue with teachers, then explores the historical development of supervision, reviews the research base for the model, and shows how the model relates to the typical teacher's career cycle. Annotation ©2004 Book News, Inc., Portland, OR
1Understanding the rationale underlying the walk-through and reflective practice approach12Conducting the walk-through observation : a five-step process173Moving staff to reflective inquiry : focusing on the reflective question and conversation434Constructing a taxonomy of reflective questions and their use in the classroom walk-through835Establishing logistical procedures for implementing the walk-through process996Cultivating the culture : effectuating change that works1097Using the walk-through process to promote a collaborative, reflective culture1258Determining whether walk-throughs are the right stuff1419Understanding the walk-through as a discursive practice15910Linking the walk-through process to a model of teacher growth175
\ Edward Chevallier"The book is easy to read and easy to understand. The information is practical and provides an excellent resource for administrators who are truly interested in improving instruction."\ \
