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

About the Authors xi

Dedication xiii

Preface xv

The Downey Reflective Conversation and Changing System Textual Architecture xv

The Imitators Don't Get It (or don't want it) xv

Considering the Ghosts in the Closet xvii

Hegemony and Conflict Regarding Supervision and Evaluation in Schools xvii

Examining the Classroom Walk-Through With Reflective Inquiry as a Discursive Practice xviii

Understanding the Three Stages of Transformation With the Downey Approach xix

Examining the Text Analysis of the Three Transformational Stages xxiii

1 Building on the Philosophical Framework of the Three-Minute Walk-Through for Reflective Inquiry 1

Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach 2

Using a Traditional Supervisor Process Often Lacks in Effectiveness 2

Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies 3

Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach 5

Building Staff Capacity as a Way of Improving One's Practice 6

Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback 8

Using Dialogue Not Feedback as a Motivator Being Reflective on Chapter Content 11

2 Considering the Various Approaches to Classroom Observations 13

Distinguishing Among Informal Walk-Throughs, Short Classroom Observations in Which Formal Data Are Collected, and Principal-Supervisor Group Learning Walks 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 16

Comparing the Various Approaches Using the Components 18

Clarifying the Meaning of Walk-Through 18

Being Reflective on Chapter Content 24

3 Clarifying the Misapplications in Using the Downey Walk-Through Five-Step Classroom Observation Structure 27

Clarifying the Five-Step Observation Structure Approach 28

Using Steps 1 and 5 29

Focusing on Curricular and Instructional Actions: Steps 2 and 3 30

Looking for Other Curricular and Instructional Practices: Step 4 31

Using a Nonjudgmental Lens: No Checklists, Please Staying in the Room for a Short Time 33

Gathering Information on the Taught Objective: Content, Context, and Cognitive Type: Part I of Step 2 34

Analyzing the Curriculum Content: The First "C" of Step 2 34

Analyzing the Context of the Objective: The Second "C" of Step 2 37

Analyzing Cognition Type: The Third "C" of Step 2 37

Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective: Part II of Step 2 40

Calibrating the Taught Curriculum With the Expected Curriculum: Part III of Step 2 41

Gathering Data on Instructional Practices: More on Step 3 42

Determining When to and When Not to Interact With Others During the Observation 43

Being Reflective on Chapter Content 43

4 Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue 45

Creating a Culture of Reflective Inquiry 46

Providing Opportunities for Reflective Dialogue 49

Using the Positive Presuppositional Phrases in the Downey Reflective Question 51

Using Reflection for Action-Type Questions 52

Knowing the Attributes of the Downey Reflective Question 54

Using the Five Components of the Reflective Question 55

Clarifying the Teaching Practice: Second Positive Presuppositional Phrase of the Reflective Question 56

Stating the Other Positive Phrases of a Reflective Question 60

Focusing on Criteria Used in Making Decisions Rather Than a Variety of Strategies 63

Expanding Teachers' Comfort Zones 64

Using Five Levels of Reflective Questions 65

Conducting a Reflective Dialogue to Lead to Collaborative Learning 67

Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo 73

Being Reflective on Chapter Content 77

5 Moving People Toward Reflection 79

Providing a Foundation for Meaningful Reflective Practice 79

Promoting Reflective Thought and Transformative Learning 80

Moving Toward Interactive Conversations 81

Incorporating the Life Cycle Model 82

Using Direct Conversations: What the Principal Might Say 83

Using Indirect, Interdependent Invitation to Reflection 102

Using Collaborative-Interdependent Conversations 105

Being Reflective on Chapter Content 115

6 Adapting the Walk-Through and Reflective Conversation for Other Positions 117

Engaging in Reflective Inquiry With School Counselors 118

Engaging in Reflective Inquiry With Speech-Language Pathologists 125

Engaging in Reflective Inquiry With School Nurses 128

Engaging in Reflective Inquiry With School Finance Officers 131

Engaging in Reflective Inquiry With Media Coordinators 133

Engaging in Reflective Inquiry With Chief Nutrition Directors 135

Thinking About All Positions for Reflective Inquiry 137

Being Reflective on Chapter Content 138

7 Adapting the Walk-Through and Reflective Conversation Approach for Peer Coaching and Mentoring 139

Valuing the Downey Model for Peer Coaching and Modeling 140

Listening to an Example Dialogue Between Peers Using the Downey Approach 143

Implementing the Peer Walk-Through With Reflective Inquiry Approach 146

Setting up the Program 147

Implementing the Peer Coaching Approach 148

Using a Peer Protocol for the Walk-Through and Reflective Inquiry 148

Peer Teachers' Informal Classroom Walk-Throughs With Reflective Dialogue Protocol 148

Being Reflective on Chapter Content 153

8 Authenticating the Three-Minute Walk-Through and Reflective Inquiry and Practice With Recent and Legitimate Research 155

Providing Basic Foundational Research on Walk-Through Practices 156

Considering the Limitations of Using External Feedback 158

Valuing Supervisor Visibility and Instructional Improvement 159

Understanding the Power of Reflective Practice and Professional Growth 161

Considering Reflective Practice and Experience 162

Being Reflective on Chapter Content 163

9 Using the Walk-Through and Reflective Dialogue to Create Professional Learning Communities 165

Using the Downey Model of Reflective Practice in Professional Learning Communities 168

Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community 169

Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations 172

Considering the Implications for School Leaders 173

Constructing a Learning Organization: A Summary 175

Being Reflective on Chapter Content 175

10 Institutionalizing the Three-Minute Walk-Through and Reflective Inquiry 177

Understanding the Prerequisites in Terms of Curriculum 179

Aligning the Curriculum: Curriculum, Context, and Cognition 179

Using a Mastery Learning Approach 181

Considering the Prerequisites in Terms of Culture 182

Having High Expectations for Students 182

Viewing the Principal as Learning Leader 183

Considerations for Successful Full-Scale Implementation of the Model 184

Establishing System Commitment to the Implementation 185

Paying Attention to Rollout Phases 185

Planning for Initial Training, Retraining, and Coaching 187

Providing Ongoing Involvement of Central Office 188

Acculturating New Hires in Both Selection and Training 189

Ensuring Congruence Among Job Descriptions, Board Policy, and the Formal Evaluation Procedures 191

Planning for Formative and Summative Evaluation 192

Developing Action Research Projects 194

Using a Teacher's Professional Improvement Plan 195

Communicating With Staff 196

Understanding the Characteristics of Successful District Implementation 197

Being Reflective on Chapter Content 198

References 199

Index 209