Reflecting on my classroom walk-throughs

Blog 11 of Spilling Ink

I’ve previously talked about my professional development plan (for state licensure renewal) being focused on using walk-throughs to improve student learning. My goal this year was to get into at least 15 classrooms each week and provide staff with meaningful feedback. When I wasn’t inundated with tasks related to my position as District Assessment Coordinator, I did a great job at getting into classrooms, but finding a good way to give meaningful feedback has been a struggle for me. I think the most effective is when the feedback can be given verbally, because it will lead to dialogue between you and the teacher.

In the book, People First, the authors suggest using a staff roster to reflect on how you personally interact with each (writing a D next to those you have daily communication wiht, W for weekly, R for rarely, a star next to names that you regularly call on for extra duties and a check mark next to those teachers meeting expectations. I did this and was disapointed to see that I spend more time talking with my teachers that are meeting expectations, but far less time with those that are not meeting expectations. Shouldn’t this be the other way around? Yes, it sure should, but I don’t because they are difficult teachers to deal with and it is a lot of work. I am ashamed that I even just said that. My job is to make sure that every student has the best education, so I never want to say that again. Next year, I want to focus on those teachers, get into their rooms frequently and have the conversations that need to be had to improve student learning.

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