The Three-Minute Classroom Walk-Through (Multimedia Kit)
A Multimedia Kit for Professional Development
1st Edition
Published on 5. December 2006
Book
160 pages
978-1-4129-2589-1 (ISBN)
Description
Based on the best-selling book The Three-Minute Classroom Walkthrough, the authors have developed a 90+ minute video component that features original footage of the authors' walk-though process in real schools with real administrators walking through the process. The video content guides viewers through the development of the theory - from Bloom, to Madeline Hunter, to Art Costa, to Stephen Covey, and finally to the authors' synthesis of the walk-through model. Also included in the video content are helpful graphic organizers that help staff developers and viewers transition from content, to reflection, to discussion. Video content is available in DVD and VHS and the Kit includes: the book, a DVD, a VHS, and a Facilitator's Guide to link the video content to the core book.
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Product notice
Cloth over boards
Dimensions
Height: 279 mm
Width: 216 mm
Weight
1620 gr
ISBN-13
978-1-4129-2589-1 (9781412925891)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University. Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh. Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.
Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his EdD at Arizona State University. Learn more about William Poston's PD offerings
William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy-the licensure program for school business managers in Iowa-for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.
Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his EdD at Arizona State University. Learn more about William Poston's PD offerings
William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy-the licensure program for school business managers in Iowa-for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.
Content
Preface
Dedication
About the Author of the Faciliator's Guide and Video/DVD
About the Authors of the Book
Introduction
How to Use This Guide
How to Use the Video/DVD
Addtional Resources for Facilitator's
Chapter-by-Chapter Study Guide for The Three-Minute Classroom Walk-Through
Welcome and Seminar Series Starter
Opening Activity SS.1: Welcome and Beginnings
Mini-Lecture Activity SS.2: Goals of Seminar Series and Approach
Discussion Activity SS.3: Overview
Reading and Discussion Activity SS.4: Book Preface
Discussion Activity SS.5: Expectations
Handouts for Series Starter
Chapter 1 Understanding the Rationale Underlying the Walk-Through and Reflective Approach
Overview Mini-Lecture 1.1: Chapter 1 Overview
Discussion Starter Activity 1.2: Type of Walk-Through and Follow-Up
Reading and Journal Exercise Activity 1.3: What is the Downey Walk-Through?
Video/DVD Clip and Discussion Activity 1.4: Role of the Supervisor
Video/DVD Clip, Journal Exercise, and Discussion Activity 1.5: History and Influences
Practical Applications Exercise 1.6: Preparing Staff for a Different Approach to Supervision
Closure Activities 1.7: Plus/Delta and Reflection
Handouts for Chapter 1
Chapter 2 Conducting the Walk-Through Observation: A Five-Step Process
Overview Mini-Lecture 2.1: Chapter 2 Overview
Video/DVD Clip, Discussion, and Journal Exercise 2.2: Why Do Walk-Throughs?
Video/DVD Clip and Discussion Activity 2.3: The Five-Step Observation Structure
Book Reading, Journal Exercise, and Discussion Activity 2.4: Language Arts Practice
Video/DVD Clip and Discussion Activity 2.5: The Five-Step Observation Structure Continued
Book Reading, Journal Exercise, and Discussion Activity 2.6: The Five-Step Observation Structure
Video/DVD Clip and Discussion Activity 2.7: Demonstration of the Five-Step Observation Structure
Book Reading, Journal Exercise, and Discussion Activity 2.8: Mathematics Practice
Video/DVD Clip and Discussion Activity 2.9: Demonstration of the Five-Step Observation Structure: Ms. Ashley's Classroom
Practical Appication Exercise 2.10: Preparing Staff for Why Walk-Throughs Are of Value
Practical Application Exercise 2.11: Practicing the Five-Step Observation Structure With Peers
Practical Application Exercsie 2.12: Conducting a One or Two Practicum of the Five-Step Observation Structure With a Licensed CMSi Trainer
Closure Activities 2.13: Plus/Delta and Reflection
Handouts for Chapter 2
Chapter 3 Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation
Overview Mini-Lecture, Video/DVD Clips, and Discussion Activity 3.1: Chapter 3 Overview and Value of Reflective Practice
Book Reading, Journal Exercise, and Discussion Actovity 3.2: The First Two Types of Follow-up Approaches
Video/DVD Clip, Book Reading, Discussion, and Practice Activity 3.3: THe Five Positive Presupposition Phrases of the Reflective Question
Video/DVD Clips, Book Readings, Journal Exercise, and Discussion Activity 3.4: The Reflective Conversation
Video/DVD Clip and Discussion Activity 3.5: Demonstration of the Five-Step Observation Structure and Planning an Area for Reflection
Video/DVD Clip and Discussion Activity 3.6: Demonstration of Reflective Conversation
Discussion and Practice Activity 3.7: Practicing the Reflective Conversation
Practical Application Exercise 3.8: Implementing a Staff Orientation Session to Reflective Conversations
Practical Application Exercise 3.9: Using a Reflective Question in a Staff Meeting
Practical Application Exercise 3.10: Practice the Reflective Question and Conversation With Two Staff Members
Practical Application Exercise 3.11: Conducting a One or Two Practicum of the Five-Step Observation Structure With the Reflective Question/Conversation With a Licensed CMSi Trainer
Closure Activities 3.12: Plus Delta and Reflection
Handouts for Chapter 3
Chapter 4 Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-Through
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 4.1: Chapter 4 Overview and Reflective Question Selection Criteria
Book Reading, Journal Exercise, and Discussion Activity 4.2: Constructing a Taxonomy of Reflective Questions and Their Use
Practical Application Exercise 4.3: Indentifying With Staff Criteria that They Would Like Considered When a Reflective Question is Presented to Them for Possible Consideration
Practical Application Exercise 4.4: Outlining Five Leves of Reflective Questions Around a Teaching Practice
Practical Application Exercise 4.5: Conducting Two-Day Advanced Walk-Through Training With a Licensed CMSi Trainer Practice the Five Levels of Reflective Questions
Closure Activities 4.6: Plus/Delta and Reflection
Handouts for Chapter 4
Chapter 5 Establishing Logistical Procedures for Implementing the Walk-Through Process
Overview Mini-Lecture Activity 5.1: Chapter 5 Overview
Reading Jigsaw Activity 5.2: Chapter 5 Reading Jigsaw
Video/DVD Clip and Informal Reflection Activity 5.3: Preparing Staff to Implement the Downey Walk-Through Model
Practical Application Exercise 5.4: Preparing and Implementing a Staff Presentation on Logistics for Implementing the Downey Walk-Through With Reflective Conversation Approach
Closure Activities 5.5: Plus/Delta and Reflection
Handouts for Chapter 5
Chapter 6 Cultivating the Culture
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 6.1: Chapter 6 Overview and Changing School Culture
Book Reading and Discussion Activity 6.2: Reading of Chapter 6 and Informal Dialogue
Closure Activities 6.3: Plus/Delta and Reflection
Handouts for Chapter 6
Chapter 7 Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 7.1: Chapter 7 Overview and Shifting the Paradigm
Book Reading and Discussion Activity 7.2: Reading of Chapter 7 and Informal Dialogue
Closure Activities 7.3: Plus/Delta and Reflection
Handouts for Chapter 7
Chapter 8 Determining Whether Walk-Throughs are the Right Stuff
Overview Mini-Lecture and Discussion Activity 8.1: Chapter 8 Overview
Book Reading, Journal Exercise, and Discussion Activity 8.2: Reading and Response
Closure Activities 8.3: Plus/Delta and Reflection
Handouts for Chapter 8
Chapter 9 Understanding the Walk-Through as a Discursive Practice
Overview Mini-Lecture and Discussion Actvity 9.1: Chapter 9 Overview
Book Reading, Journal Exercise, and Discussion Activity 9.2: The Supervisory Paradigm
Closure Activities 9.3: Plus/Delta and Reflection
Handouts for Chapter 9
Chapter 10 Linking the Walk-Through Process to a Model of Teacher Growth
Overview Mini-Lecture, Video/DVD Cliip, and Discussion Activity 10.1: Chapter 10 Overview
Book Reading, Journal Exercise, and Discussion Activity 10.2: The Life-Cycle of a Teacher
Closure Activities 10.3: Plus/Delta and Reflection
Handouts for Chapter 10
Ways to Organize the Seminars
Sample Agendas
Seminar Series Evaluation Sample
Dedication
About the Author of the Faciliator's Guide and Video/DVD
About the Authors of the Book
Introduction
How to Use This Guide
How to Use the Video/DVD
Addtional Resources for Facilitator's
Chapter-by-Chapter Study Guide for The Three-Minute Classroom Walk-Through
Welcome and Seminar Series Starter
Opening Activity SS.1: Welcome and Beginnings
Mini-Lecture Activity SS.2: Goals of Seminar Series and Approach
Discussion Activity SS.3: Overview
Reading and Discussion Activity SS.4: Book Preface
Discussion Activity SS.5: Expectations
Handouts for Series Starter
Chapter 1 Understanding the Rationale Underlying the Walk-Through and Reflective Approach
Overview Mini-Lecture 1.1: Chapter 1 Overview
Discussion Starter Activity 1.2: Type of Walk-Through and Follow-Up
Reading and Journal Exercise Activity 1.3: What is the Downey Walk-Through?
Video/DVD Clip and Discussion Activity 1.4: Role of the Supervisor
Video/DVD Clip, Journal Exercise, and Discussion Activity 1.5: History and Influences
Practical Applications Exercise 1.6: Preparing Staff for a Different Approach to Supervision
Closure Activities 1.7: Plus/Delta and Reflection
Handouts for Chapter 1
Chapter 2 Conducting the Walk-Through Observation: A Five-Step Process
Overview Mini-Lecture 2.1: Chapter 2 Overview
Video/DVD Clip, Discussion, and Journal Exercise 2.2: Why Do Walk-Throughs?
Video/DVD Clip and Discussion Activity 2.3: The Five-Step Observation Structure
Book Reading, Journal Exercise, and Discussion Activity 2.4: Language Arts Practice
Video/DVD Clip and Discussion Activity 2.5: The Five-Step Observation Structure Continued
Book Reading, Journal Exercise, and Discussion Activity 2.6: The Five-Step Observation Structure
Video/DVD Clip and Discussion Activity 2.7: Demonstration of the Five-Step Observation Structure
Book Reading, Journal Exercise, and Discussion Activity 2.8: Mathematics Practice
Video/DVD Clip and Discussion Activity 2.9: Demonstration of the Five-Step Observation Structure: Ms. Ashley's Classroom
Practical Appication Exercise 2.10: Preparing Staff for Why Walk-Throughs Are of Value
Practical Application Exercise 2.11: Practicing the Five-Step Observation Structure With Peers
Practical Application Exercsie 2.12: Conducting a One or Two Practicum of the Five-Step Observation Structure With a Licensed CMSi Trainer
Closure Activities 2.13: Plus/Delta and Reflection
Handouts for Chapter 2
Chapter 3 Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation
Overview Mini-Lecture, Video/DVD Clips, and Discussion Activity 3.1: Chapter 3 Overview and Value of Reflective Practice
Book Reading, Journal Exercise, and Discussion Actovity 3.2: The First Two Types of Follow-up Approaches
Video/DVD Clip, Book Reading, Discussion, and Practice Activity 3.3: THe Five Positive Presupposition Phrases of the Reflective Question
Video/DVD Clips, Book Readings, Journal Exercise, and Discussion Activity 3.4: The Reflective Conversation
Video/DVD Clip and Discussion Activity 3.5: Demonstration of the Five-Step Observation Structure and Planning an Area for Reflection
Video/DVD Clip and Discussion Activity 3.6: Demonstration of Reflective Conversation
Discussion and Practice Activity 3.7: Practicing the Reflective Conversation
Practical Application Exercise 3.8: Implementing a Staff Orientation Session to Reflective Conversations
Practical Application Exercise 3.9: Using a Reflective Question in a Staff Meeting
Practical Application Exercise 3.10: Practice the Reflective Question and Conversation With Two Staff Members
Practical Application Exercise 3.11: Conducting a One or Two Practicum of the Five-Step Observation Structure With the Reflective Question/Conversation With a Licensed CMSi Trainer
Closure Activities 3.12: Plus Delta and Reflection
Handouts for Chapter 3
Chapter 4 Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-Through
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 4.1: Chapter 4 Overview and Reflective Question Selection Criteria
Book Reading, Journal Exercise, and Discussion Activity 4.2: Constructing a Taxonomy of Reflective Questions and Their Use
Practical Application Exercise 4.3: Indentifying With Staff Criteria that They Would Like Considered When a Reflective Question is Presented to Them for Possible Consideration
Practical Application Exercise 4.4: Outlining Five Leves of Reflective Questions Around a Teaching Practice
Practical Application Exercise 4.5: Conducting Two-Day Advanced Walk-Through Training With a Licensed CMSi Trainer Practice the Five Levels of Reflective Questions
Closure Activities 4.6: Plus/Delta and Reflection
Handouts for Chapter 4
Chapter 5 Establishing Logistical Procedures for Implementing the Walk-Through Process
Overview Mini-Lecture Activity 5.1: Chapter 5 Overview
Reading Jigsaw Activity 5.2: Chapter 5 Reading Jigsaw
Video/DVD Clip and Informal Reflection Activity 5.3: Preparing Staff to Implement the Downey Walk-Through Model
Practical Application Exercise 5.4: Preparing and Implementing a Staff Presentation on Logistics for Implementing the Downey Walk-Through With Reflective Conversation Approach
Closure Activities 5.5: Plus/Delta and Reflection
Handouts for Chapter 5
Chapter 6 Cultivating the Culture
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 6.1: Chapter 6 Overview and Changing School Culture
Book Reading and Discussion Activity 6.2: Reading of Chapter 6 and Informal Dialogue
Closure Activities 6.3: Plus/Delta and Reflection
Handouts for Chapter 6
Chapter 7 Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 7.1: Chapter 7 Overview and Shifting the Paradigm
Book Reading and Discussion Activity 7.2: Reading of Chapter 7 and Informal Dialogue
Closure Activities 7.3: Plus/Delta and Reflection
Handouts for Chapter 7
Chapter 8 Determining Whether Walk-Throughs are the Right Stuff
Overview Mini-Lecture and Discussion Activity 8.1: Chapter 8 Overview
Book Reading, Journal Exercise, and Discussion Activity 8.2: Reading and Response
Closure Activities 8.3: Plus/Delta and Reflection
Handouts for Chapter 8
Chapter 9 Understanding the Walk-Through as a Discursive Practice
Overview Mini-Lecture and Discussion Actvity 9.1: Chapter 9 Overview
Book Reading, Journal Exercise, and Discussion Activity 9.2: The Supervisory Paradigm
Closure Activities 9.3: Plus/Delta and Reflection
Handouts for Chapter 9
Chapter 10 Linking the Walk-Through Process to a Model of Teacher Growth
Overview Mini-Lecture, Video/DVD Cliip, and Discussion Activity 10.1: Chapter 10 Overview
Book Reading, Journal Exercise, and Discussion Activity 10.2: The Life-Cycle of a Teacher
Closure Activities 10.3: Plus/Delta and Reflection
Handouts for Chapter 10
Ways to Organize the Seminars
Sample Agendas
Seminar Series Evaluation Sample