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The Three-Minute Classroom Walk-Through
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The Three-Minute Classroom Walk-Through
Changing School Supervisory Practice One Teacher at a Time

First Edition
Edited by:


May 2004 | 224 pages | Corwin
This book 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.
 
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

"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
Carrollton-Farmers Branch ISD, Carrollton, TX

Carolyn J. Downey

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... More About Author

Betty E. Steffy-English

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... More About Author

Fenwick W. English

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... More About Author

Larry E. Frase

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... More About Author

William K. Poston, Jr.

Learn more about William Poston's PD offeringsWilliam 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... More About Author

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