The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice ..

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eBay item number:225512177915
Last updated on Mar 10, 2024 17:38:15 PDTView all revisionsView all revisions

Item specifics

Condition
Like New
A book that looks new but has been read. Cover has no visible wear, and the dust jacket (if applicable) is included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear. See the seller’s listing for full details and description of any imperfections. See all condition definitionsopens in a new window or tab
Seller Notes
“Like new spotless see actual pictures of book listed”
ISBN
9780761929673
Subject Area
Education, Psychology
Publication Name
Three-Minute Classroom Walk-Through : Changing School Supervisory Practice One Teacher at a Time
Publisher
Corwin Press
Item Length
9.9 in
Subject
Leadership, Administration / General, General
Publication Year
2004
Type
Textbook
Format
Trade Paperback
Language
English
Item Height
0.6 in
Author
Carolyn J. Downey, Betty E. Steffy, Fenwick W. English
Item Weight
16 Oz
Item Width
7 in
Number of Pages
224 Pages
Category

About this product

Product Identifiers

Publisher
Corwin Press
ISBN-10
0761929673
ISBN-13
9780761929673
eBay Product ID (ePID)
2682215

Product Key Features

Number of Pages
224 Pages
Publication Name
Three-Minute Classroom Walk-Through : Changing School Supervisory Practice One Teacher at a Time
Language
English
Subject
Leadership, Administration / General, General
Publication Year
2004
Type
Textbook
Subject Area
Education, Psychology
Author
Carolyn J. Downey, Betty E. Steffy, Fenwick W. English
Format
Trade Paperback

Dimensions

Item Height
0.6 in
Item Weight
16 Oz
Item Length
9.9 in
Item Width
7 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2003-026985
Dewey Edition
22
Reviews
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., "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." -- Edward Chevallier, Executive Director, Curriculum & Staff Development
TitleLeading
The
Illustrated
Yes
Dewey Decimal
371.2/03
Table Of Content
Preface About the Authors Dedication 1. Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach What is the Downey Walk-Through? Why Walk-Throughs? The Evolution of the Downey Walk-Through Process 2. Conducting the Walk-Through Observation: A Five-Step Process The Five-Step Observation Structure Step 1: Student Orientation to Work Step 2: Curricular Decision Points Step 3: Instructional Decision Points Step 4: "Walk the Walls" - Curricular and Instructional Decisions Step 5: Safety and Health Issues 3. Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation How Do We Provide Direct Feedback? The Note A Better Approach-Discussion Direct Feedback Statement and Conversation How Do We Provide Indirect Opportunities for Reflective Inquiry? How Do We Ask Reflective Questions and Carry On the Conversation? How Do We Ask Reflective Questions and Carry On the Conversation? The Reflective Conversation 4. Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk- Through The Novice/Apprentice The Professional Teacher The Expert Teacher Limitations of the Taxonomy 5. Establishing Logistical Procedures for Implementing the Walk-Through Process Finding the Time Preparing Staff, Students, and Parents Record Keeping Board Policy to Support Walk-Throughs 6. Cultivating the Culture: Effectuating Change that Works Lessons Learned About Change in Educational Cultures Challenges and Barriers to Change Deciding When to Intervene: The Marginal Teacher Examples of Successful Implementation: Making the Walk-Through Process Work Salinas Union High School District, California Norman Public Schools, Norman, Oklahoma Durham and Simco County School Boards, Ontario, Canada Napa Valley Schools, Napa Valley, California Shawnee Mission School District, Shawnee Mission, Kansas Columbia-Brazoria Independent School District, Texas San Leandro Unified School District, California San Benito County, California, County Office of Education Cultivating the Culture: A Final Word 7. Using the Walk-Through Process to Promote a Collaborative, Reflective Culture Early History Developmental Supervision and Mentoring The Teacher as an Adult Learner Promoting Development 8. Determining Whether Walk-Throughs Are the Right Stuff Background and History of Management by Wandering Around Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation? The MBWA Research Results The Walk-Through with Reflective Question Research 9. Understanding the Walk-Through as a Discursive Practice Examining the Dimensions of the Walk-Through Changing the Discursive Practice of "Corrective" Supervision Some Issues With the Model A Pause to Consider Your Specific Situation Troubleshooting Problems with the Downey Walk-Through 10. Linking the Walk-Through Process to a Model of Teacher Growth Walk-Throughs and the Teacher Growth Model The Model Transformative Learning as it Relates to the Model Organizational Learning and Transformation Providing Feedback Conversation for Growth Index
Synopsis
The Three Minute Classroom Walk-Through puts into perspective and practices the vision of what supervision should be. It is a model of principal-teacher interaction and redefines the professional relationships of classroom supervisory practice. The Downey approach attempts to change how principals approach supervision by replacing it with a collegial, egalitarian model of professional practice. This approach is a model of changed supervisory practice that attempts to characterize an entire school to develop a network of relationships. The Downey approach is about changing schools one teacher at a time in order to attain a culture of high work-performance for the entire school., The Three Minute Classroom Walk-Through puts into perspective and practices the vision of what supervision should be. It is a model of principal-teacher interaction and redefines the professional relationships of classroom supervisory practice. The Downey approach attempts to change how principals approach supervision by replacing it with a ......, Change the entire school culture with this collaborative method of supervision! For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that is irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice. Easy to understand and adopt, this method will answer the questions most important to principals: Is the work of my teachers aligned with the district curriculum? Are my teachers using research-based "best practices"? Are they choosing the instructional strategies that will promote student achievement? Also known as the Downey Walk-through, the method presented in The Three-Minute Classroom Walk-Through has been developed over a 40-year period, tested and refined in actual teaching environments, and taught internationally., Change the entire school culture with this collaborative method of supervision! For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that are irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice. This method answers principals key questions: Is the work of my teachers aligned with district curriculum? Are my teachers using research-based "best practices"? Are they choosing the instructional strategies that will promote student achievement?
LC Classification Number
LB1731.6.T57 2004

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