Welcome to:

Classroom Walk-Through
(CWT)
Presented by: Todd Wiedemann, Principal
Berrien Springs High School
Berrien Springs, MI
(269) 471-1748
Classroom Walk-Through…
a powerful vehicle
to assess effectiveness
in curriculum
implementation.
Classroom Walk-Through…
a way to talk
with teachers
about improvement
in teaching and learning.
Classroom Walk-Through…
a way to better assess
curriculum and instructional
alignment on a day-to-day
basis.
Classroom Walk-Through…
a tool to maximize the

principal’s time in the

classroom.
MBWA
(Management By Wandering Around)
Peters and Waterman

Takes on a new focus…

 Where the tenets of SMBWA
are practiced, schools have:

Higher student
achievement across SES
and cultural lines
(Andrews, Solder, and Jacoby, 1986; Heck, 1991, 1992; Louis
and Miles, 1991; Hallinger and Heck, 1995)
Where the tenets of SMBWA
are practiced, schools have:

Improved classroom
instruction

(Teddlie, Kirby, and Springfield, 1989)

Where the tenets of SMBWA
are practiced, schools have:

Improved student
discipline
(Blase, 1987; Blase, 1991)
Classroom Walk-Through
A focused classroom visit
for a brief period of time
followed by
reflection
 Goals of CWT
• Principal as “Lead Learner”
• Frequent Classroom Visits by Principal
• Identification of Best Practices/Needs
• School Improvement Planning
• Professional Development
• School-wide Reflective Practice
• Increased Student Achievement
 Research
Adults
learn best through
reflecting
on their experiences.
(Costa and Garmston)
Classroom Walk-Through
provides structure and
practice in…
data-gathering
curriculum analysis
reflective thinking
Classroom Walk-Through . .

is sensitive to the busy

schedule and demands on
a principal’s time
Classroom Walk-Through
should take no more than
two to four minutes
Reflective feedback. . .
should take
NO MORE
than two to four minutes
Classroom Walk-Through . .
is NOT intended
for
evaluation purposes
 Four Types of
Classroom Visits
• Visible Presence
• Informal Teacher Observation
• Formal Teacher Observation
• Brief Classroom Walk-Through
Classroom Walk-Through Model
Six Steps
Step 1: Snapshot of Teaching and Learning
Step 2: Identification of Instructional Strategies
Step 3: Assessment of Learner Engagement
Step 4: Survey of the Learning Environment

After the Walk…

Step 5: Analysis of Data Collected
Step 6: Reflection with Teacher
Step 1: Snapshot of
Teaching and Learning

T1 Teaching objective and

learning expectation
T2 Target
T3 Taxonomy
T4 Text and/or materials
 What T1 Might Look Like
• Objective posted with • Introduced objectives
benchmarks listed for tomorrow at end of
class
• Objective not posted
• Boardwork, Bellwork,
• Play list on board Homework posted
(music)
 What T2 Might Look Like

• Instruction was on • Instruction was not on

target via our target via our
curriculum, course curriculum, course
level, and/or grade level, and/or grade
 What T3 Might Look Like

• H Synthesis • M Application

• M Application and • L Instruction M-Lab

H Synthesis H-Report

• L, M or H • M-H Analysis
 What T4 Might Look Like

• Worksheet • Calculator and graph

paper
• Watching video • Computer and text

• Book/paper board • Handout, formulas and

examples symbols
Step 2: Identification of
Instructional Strategies

List observable
instructional strategies
 What IS Might Look Like
• Writing/imagery • Individuals or small
groups with teacher
• Inquiry/math floating-asking and
manipulatives with answering questions
m&m’s

• Rehearsal with visual • Boardwork/visuals

cueing and asking students congested but
to listen to each other available
Step 3: Assessment of
Learner Engagement

Percentage of
students engaged
 What LE Might Look Like

• 80% at start of class • 50% many off task

• 100% • 85%

• 95% • Etc.
Step 4: Survey of the
Learning Environment

“Walk the walls” …and

the desks, tables, floor,
resources, technology
 What SLE Might Look Like
• Small group work • Colorful, cultural
visuals
• Student work posted • Soft classical music in
background
• Visual, organized,
stimulating • High energy

• Clean and organized • Called on kids to help

Step 5: After the Walk…
• Check for alignment of the 4 T’s
-Teaching objective
-Target
-Taxonomy
-Text
• Identification of Instructional Strategies
• Learner Engagement
• Learning Environment
Step 6: Reflection with Teacher…
Reflective practice requires:
• A deliberate pause
• A purposeful time for a close look at practice
• A willingness to be open to other points of view
• Consciously processing your thoughts
• Gaining new insights and understanding

• Action with what has been learned

Step 6: Reflection with Teacher
Four-step process – 4 D’s
• Determine one area of focus
• Determine type of feedback
• Determine how, when, where
• Determine prompt
1. Determine one focus area…
• Four T’s
-teaching objective
-target
-taxonomy
-text/materials
• Instructional Strategies
• Learner Engagement
• Learning Environment
2. Determine type of feedback…

• Reflective feedback with prompt

• Reflective feedback with limited

response by teacher

• Reflective conversation
3. Determine how, when, where…
• Email or face-to-face

• Within the first 24 hours

• To last no longer than 2-4 minutes

• Informal place – hall, classroom, duty area,

lunch
4. Determine prompt…
• related to the focus

• non-judgmental language

• goal is to stimulate thought

Reflection
must be
purposeful.
M.B. Gunter, 2002
Reflection
“…the ability to look back
and make sense of what
happened and what you learned.
But it’s also the ability to look
forward, to anticipate what’s
coming up and what you need
to do to prepare.”
Sommers, 2001
 Time Issue
What is your primary role
responsibility as a principal?
 Time Issue
• How important is this
role responsibility in relation to
other roles you have in your work?

• What is the time ratio?

 Principal’s Time
Where Time Spent
• Office area • 65 %

• Hallways/Grounds • 17%

• Off campus • 11%

• In classrooms • 7%
Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)
 How much time
for CWT’s?

Goal: Every Classroom

Every 2 Weeks
 How much time
for CWT’s?
First TWO weeks: (with 40 teachers)
• CWT once in each classroom
during the two weeks (3 min.)
• Analysis of data (4 min.)
• Reflective feedback with each
teacher (3 min.)
• 6.6 hours – 8.3% of 80 hours
 How much time
for CWT’s?
After practice: (with 40 teachers)
• CWT in each classroom every 2
weeks (3 min.)
• Analyze data 50% of time (4 min.)
• Reflection 50% of time (3 min.)
• 4.3 hours – 5.4% of 80 hours
 Take
the walk
of your life…….
If interested in the full CWT training for
you and your staff, please contact:

Todd Wiedemann, Principal

Berrien Springs High School
(269) 471-1748
twiedema@remc11.k12.mi.us