Advancing the Three-Minute Walk-Through : Mastering Reflective Practice

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ISBN: 9781412964579 | 1412964571
Cover: Paperback
Copyright: 10/28/2009

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This sequel to the bestseller provides extended perspectives, activities, and guidelines for changing schools one teacher at a time. Rather than emphasizing traditional superior-subordinate relationships, this practical, time-saving alternative cultivates autonomous teachers who continually improve their skills. The authors present a collaborative adult-to-adult model focused on frequent, short, and informal professional conversations which are critical for successfully and permanently attaining a culture of high performance.

About the Authors	p. xi
Dedication	p. xiii
Preface	p. xv
The Downey Reflective Conversation and Changing System Textual Architecture	p. xv
The Imitators Don't Get It (or don't want it)	p. xv
Considering the Ghosts in the Closet	p. xvii
Hegemony and Conflict Regarding Supervision and Evaluation in Schools	p. xvii
Examining the Classroom Walk-Through With Reflective Inquiry as a Discursive Practice	p. xviii
Understanding the Three Stages of Transformation With the Downey Approach	p. xix
Examining the Text Analysis of the Three Transformational Stages	p. xxiii
Building on the Philosophical Framework of the Three-Minute Walk-Through for Reflective Inquiry	p. 1
Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach	p. 2
Using a Traditional Supervisor Process Often Lacks in Effectiveness	p. 2
Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies	p. 3
Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach	p. 5
Building Staff Capacity as a Way of Improving One's Practice	p. 6
Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback	p. 8
Using Dialogue Not Feedback as a Motivator Being Reflective on Chapter Content	p. 11
Considering the Various Approaches to Classroom Observations	p. 13
Distinguishing Among Informal Walk-Throughs, Short Classroom Observations in Which Formal Data Are Collected, and Principal-Supervisor Group Learning Walks	p. 15
Identifying the Components Within the Classroom Observations to Determine Which Type of Observation to Use: Purpose, Primary Learner, Who Conducts the Observation, Observation Lens, and Data Collected	p. 16
Comparing the Various Approaches Using the Components	p. 18
Clarifying the Meaning of Walk-Through	p. 18
Being Reflective on Chapter Content	p. 24
Clarifying the Misapplications in Using the Downey Walk-Through Five-Step Classroom Observation Structure	p. 27
Clarifying the Five-Step Observation Structure Approach	p. 28
Using Steps 1 and 5	p. 29
Focusing on Curricular and Instructional Actions: Steps 2 and 3	p. 30
Looking for Other Curricular and Instructional Practices: Step 4	p. 31
Using a Nonjudgmental Lens: No Checklists, Please Staying in the Room for a Short Time	p. 33
Gathering Information on the Taught Objective: Content, Context, and Cognitive Type: Part I of Step 2	p. 34
Analyzing the Curriculum Content: The First ôCö of Step 2	p. 34
Analyzing the Context of the Objective: The Second ôCö of Step 2	p. 37
Analyzing Cognition Type: The Third ôCö of Step 2	p. 37
Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective: Part II of Step 2	p. 40
Calibrating the Taught Curriculum With the Expected Curriculum: Part III of Step 2	p. 41
Gathering Data on Instructional Practices: More on Step 3	p. 42
Determining When to and When Not to Interact With Others During the Observation	p. 43
Being Reflective on Chapter Content	p. 43
Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue	p. 45
Creating a Culture of Reflective Inquiry	p. 46
Providing Opportunities for Reflective Dialogue	p. 49
Using the Positive Presuppositional Phrases in the Downey Reflective Question	p. 51
Using Reflection for Action-Type Questions	p. 52
Knowing the Attributes of the Downey Reflective Question	p. 54
Using the Five Components of the Reflective Question	p. 55
Clarifying the Teaching Practice: Second Positive Presuppositional Phrase of the Reflective Question	p. 56
Stating the Other Positive Phrases of a Reflective Question	p. 60
Focusing on Criteria Used in Making Decisions Rather Than a Variety of Strategies	p. 63
Expanding Teachers' Comfort Zones	p. 64
Using Five Levels of Reflective Questions	p. 65
Conducting a Reflective Dialogue to Lead to Collaborative Learning	p. 67
Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo	p. 73
Being Reflective on Chapter Content	p. 77
Moving People Toward Reflection	p. 79
Providing a Foundation for Meaningful Reflective Practice	p. 79
Promoting Reflective Thought and Transformative Learning	p. 80
Moving Toward Interactive Conversations	p. 81
Incorporating the Life Cycle Model	p. 82
Using Direct Conversations: What the Principal Might Say	p. 83
Using Indirect, Interdependent Invitation to Reflection	p. 102
Using Collaborative-Interdependent Conversations	p. 105
Being Reflective on Chapter Content	p. 115
Adapting the Walk-Through and Reflective Conversation for Other Positions	p. 117
Engaging in Reflective Inquiry With School Counselors	p. 118
Engaging in Reflective Inquiry With Speech-Language Pathologists	p. 125
Engaging in Reflective Inquiry With School Nurses	p. 128
Engaging in Reflective Inquiry With School Finance Officers	p. 131
Engaging in Reflective Inquiry With Media Coordinators	p. 133
Engaging in Reflective Inquiry With Chief Nutrition Directors	p. 135
Thinking About All Positions for Reflective Inquiry	p. 137
Being Reflective on Chapter Content	p. 138
Adapting the Walk-Through and Reflective Conversation Approach for Peer Coaching and Mentoring	p. 139
Valuing the Downey Model for Peer Coaching and Modeling	p. 140
Listening to an Example Dialogue Between Peers Using the Downey Approach	p. 143
Implementing the Peer Walk-Through With Reflective Inquiry Approach	p. 146
Setting up the Program	p. 147
Implementing the Peer Coaching Approach	p. 148
Using a Peer Protocol for the Walk-Through and Reflective Inquiry	p. 148
Peer Teachers' Informal Classroom Walk-Throughs With Reflective Dialogue Protocol	p. 148
Being Reflective on Chapter Content	p. 153
Authenticating the Three-Minute Walk-Through and Reflective Inquiry and Practice With Recent and Legitimate Research	p. 155
Providing Basic Foundational Research on Walk-Through Practices	p. 156
Considering the Limitations of Using External Feedback	p. 158
Valuing Supervisor Visibility and Instructional Improvement	p. 159
Understanding the Power of Reflective Practice and Professional Growth	p. 161
Considering Reflective Practice and Experience	p. 162
Being Reflective on Chapter Content	p. 163
Using the Walk-Through and Reflective Dialogue to Create Professional Learning Communities	p. 165
Using the Downey Model of Reflective Practice in Professional Learning Communities	p. 168
Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community	p. 169
Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations	p. 172
Considering the Implications for School Leaders	p. 173
Constructing a Learning Organization: A Summary	p. 175
Being Reflective on Chapter Content	p. 175
Institutionalizing the Three-Minute Walk-Through and Reflective Inquiry	p. 177
Understanding the Prerequisites in Terms of Curriculum	p. 179
Aligning the Curriculum: Curriculum, Context, and Cognition	p. 179
Using a Mastery Learning Approach	p. 181
Considering the Prerequisites in Terms of Culture	p. 182
Having High Expectations for Students	p. 182
Viewing the Principal as Learning Leader	p. 183
Considerations for Successful Full-Scale Implementation of the Model	p. 184
Establishing System Commitment to the Implementation	p. 185
Paying Attention to Rollout Phases	p. 185
Planning for Initial Training, Retraining, and Coaching	p. 187
Providing Ongoing Involvement of Central Office	p. 188
Acculturating New Hires in Both Selection and Training	p. 189
Ensuring Congruence Among Job Descriptions, Board Policy, and the Formal Evaluation Procedures	p. 191
Planning for Formative and Summative Evaluation	p. 192
Developing Action Research Projects	p. 194
Using a Teacher's Professional Improvement Plan	p. 195
Communicating With Staff	p. 196
Understanding the Characteristics of Successful District Implementation	p. 197
Being Reflective on Chapter Content	p. 198
References	p. 199
Index	p. 209
Table of Contents provided by Ingram. All Rights Reserved.

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