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Advancing the Three-Minute Walk-Through
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Bestseller!

Advancing the Three-Minute Walk-Through
Mastering Reflective Practice

Edited by:


October 2009 | 240 pages | Corwin

"This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors. Districts across Texas are using the Downey Walk-Through to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning."
—Susan P. Holley, Associate Executive Director
Texas Association of School Administrators

Master the Downey Walk-Through for reflective dialogue with this must-have sequel!

In 2004, The Three-Minute Classroom Walk-Through introduced educators to the Downey Walk-Through, a practical approach to coaching and supervision that is now widely accepted and used. Offering an expanded examination of the Downey Walk-Through, this sequel to the bestseller focuses on the second part of the walk-through—the reflective follow-up conversation—and clarifies many of the common misconceptions and misapplications of the approach.

The authors illustrate how leaders can use observations from the walk-through to engage in professional conversations and encourage teachers to reflect on and improve their practice. Offering extended examples, activities, and guidelines for changing schools one teacher at a time, this resource shows school leaders how to:

  • Provide effective follow-up discourse without criticizing or demoralizing teachers
  • Build collegial and respectful relationships with faculty members
  • Help teachers see their power to become continuously improving professionals
  • Foster a collaborative process between principals, teachers, and other instructional leaders

Now educators can enrich their professional interchange as they work together to evaluate, redefine, and strengthen best practices for the classroom!


 
About the Authors
 
Dedication
 
Preface
Considering the Ghosts in the Closet: Hegemony and Conflict Regarding Supervision and Evaluation in Schools  
Examining the Classroom Walk-Through With Reflective Inquiry as a Discursive Practice  
Understanding the Three Stages of Transformation With the Downey Approach  
Examining the Text Analysis of the Three Transformational Stages  
 
1. Building on the Philosophical Framework of the Three-Minute Walk-Through for Reflective Inquiry
Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach  
Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies  
Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach  
Building Staff Capacity as a Way of Improving One's Practice  
Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback  
Being Reflective on Chapter Content  
 
2. Considering the Various Approaches to Classroom Observations
Distinguishing Between Informal Walk-Throughs, Short Classroom Observations in Which Formal Data is Collected, and Principal-Supervisor Group Learning Walks  
Identifying the Components Within the Classroom Observations to Determine Which Type of Observation to Use - Purpose, Primary Learner, Who Conducts the Observation, Observation Lens, Data Collected - if Such  
Comparing the Various Approaches Using the Components  
Clarifying the Meaning of "Walk-Through"  
Being Reflective on Chapter Content  
 
3. Clarifying the Misapplications in Using the Downey Walk-Through Five-Step Classroom Observation Structure
Clarifying the Five-Step Observation Structure Approach  
Gathering Information on the Taught Objective: Content, Context, and Cognitive Type - Part I of Step Two  
Analyzing the Curriculum Content - The First "C" of Step Two  
Analyzing the Context of the Objective - The Second "C" of Step Two  
Analyzing Cognition Type - The Third "C" of Step Two  
Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective - Part Two of Step Two  
Calibrating the Taught Curriculum With the Expected Curriculum - Part Three of Step Two  
Gathering Data on Instructional Practices - More on Step Three  
Determingin When to and When Not to Interact With Others During the Observation  
Being Reflective on Chapter Content  
 
4. Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue
Creating a Culture of Reflective Inquiry  
Providing Opportunities for Reflective Dialogue  
Using the Positive Presuppositional Phrases in the Downey Reflective Question  
Expanding Teachers Outside Their Comfort Zone  
Conducting a Reflective Dialogue to Lead to Collaborative Learning  
Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo  
Being Reflective on Chapter Content  
 
5. Moving People Toward Reflection
Providing a Foundation for Meaningful Reflective Practice  
Promoting Reflective Thought and Transformative Learning  
Moving Toward Interactive Conversations  
Incorporating the Life Cycle Model  
Using Direct Conversations: What the Principal Might Say  
Using Indirect, Interdependent Invitation to Reflection  
Using Collaborative-Interdependent Conversations  
Being Reflective on Chapter Content  
 
6. Adapting the Walk-Through and Reflective Conversation for Other Positions
Engaging in Reflective Inquiry With School Counselors  
Engaging in Reflective Inquiry With Speech Language Pathologists  
Engaging in Reflective Inquiry With School Nurses  
Engaging in Reflective Inquiry With School Finance Officers  
Engaging in Reflective Inquiry With Media Coordinators  
Engaging in Reflective Inquiry With Chief Nutrition Directors  
Thinking About All Positions for Reflective Inquiry  
Being Reflective on Chapter Content  
 
7. Adapting the Walk-Through and Reflective Conversation Approach for Peer Coaching and Mentoring
Valuing the Downey Model for Peer Coaching and Modeling  
Listening to a Sample Dialogue Between Peers Using the Downey Approach  
Implementing the Peer Walk-Through With Reflective Inquiry Approach  
Using a Peer Protocol for the Walk-Through and Reflective Inquiry  
Being Reflective on Chapter Content  
 
8. Authenticating the Three-Minute Walk-Through and Reflective Inquiry and Practice With Recent and Legitimate Research
Providing Basic Foundational Research on Walk-Through Practices  
Considering the Limitations of Using External Feedback  
Valuing Supervisor Visibility and Instructional Improvement  
Understanding the Power of Reflective Practice and Professional Growth  
Considering Reflective Practice and Experience  
Being Reflective on Chapter Content  
 
9. Using the Walk-Through and Reflective Dialogue to Create Professional Learning Communities
Using the Downey Model of Reflective Practice in Professional Learning Communities  
Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community  
Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations  
Considering the Implications for School Leaders  
Constructing a Learning Organization: A Summary  
Being Reflective on Chapter Content  
 
10. Institutionalizing the Three-Minute Walk-Through and Reflective Inquiry
Understanding the Prerequisites in Terms of Curriculum  
Considering the Prerequisites in Terms of Culture  
Considerations for Successful Full-Scale Implementation of the Model  
Being Reflective on Chapter Content  
 
References
 
Index

"For the past decade, Carolyn Downey has paved the way for quality instructional leadership by framing the strategy of walk-throughs and follow-up conversations. Now Downey has taken the discussion one step further, taking a closer look at those reflective questions and conversations. In my school district of 70,000 students, walk-throughs and reflective questions are making a difference. School administrators are visible not only from a student behavior perspective, but also from a program/curriculum perspective. Reflective questions between the administrator and teacher set the stage for professional conversations. This is an important strategy for building professional learning communities in schools—and the students are the winners!"

Jennifer Adams, Superintendent of Curriculum
Ottawa-Carleton District School Board, Ottawa, Canada

"The implementation of Carolyn Downey’s walk-through observation techniques have been paramount to the success of administrators and students in the Shawnee Mission School District. The concept of administrators spending a portion of their day in classrooms and observing specific curriculum decisions along with instructional techniques and student behavior followed by reflective conversations has resulted in consistent, positive student achievement at all levels in the school district. Both teachers and administrators see the value of a cooperative effort to increase student achievement. I highly endorse Downey’s walk-through process. It’s a proven process that contributes to the positive relationship between teachers and administrators."

Gene Johnson, Superintendent of Schools
Shawnee Mission School District, KS

"This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors to enter into a relationship with teachers that is characterized by reflection, conversation, and collaboration. If you are ready to confront power and control issues on your campuses and embark on a journey of professionalizing the administrator/teacher connection for greater student success, then you have in this work a guide for enhanced respect, collegiality, and productivity all aimed at helping each of our students learn more and learn better. Districts across Texas are using the Downey walk-through approach to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning."

Susan P. Holley, Associate Executive Director
Texas Association of School Administrators

"This book builds upon the authors' earlier work , delving deeper into the follow-up of the walk through, reflective practice and collaboration. It is especially helpful for administrators who want to move their own professional development and that of their faculty from observation and evaluation to analysis and reflective inquiry."

Elaine Giugliano
The School Administrator Magazine, May 2011
Key features
  • Emphasizes time management
  • Presents an expanded examination of the Classroom Walk-Through approach
  • Provides an expanded contextual framework for the practice of instructional supervision
  • Gives increased feedback for teachers
  • Offers a truly collaborative process between principals, teachers, students, and parents
  • Demonstrates a very practical approach, making it easy to understand and adopt the process
  • Provides extended perspectives, activities, and guidelines for making changes in schools
  • Offers workshops through Phi Delta Kappa, ACSA, and the Texas Association of School Administrators and has also been presented at NSDC

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ISBN: 9781412964579
$38.95

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