In Millville Public Schools, we’ve been conducting informal classroom walkthroughs for more than 10 years to gather meaningful data about what’s going on in our nine schools. We use McREL’s Power Walkthrough app to record our notes and collect data on the instructional strategies we see (or don’t see) being used in classrooms. This gives us great, actionable information we can use in conversations with teachers and school leadership teams about needed professional development supports related to our instructional and professional goals. These walkthroughs are definitely not about evaluating teacher performance—they’re truly about instructional collaboration and professional learning.Getting into a long-term habit of routinely conducting and reflecting on our walkthroughs has helped us set and achieve a variety of key goals: determining a clear focus, developing a common language for instructional and leadership conversations, creating greater visibility for our principals and administrators throughout their schools, and establishing an open-door culture in all our schools. We want to share a little more about each of our results related to the goals we set, in case it sparks ideas for how walkthroughs can be used in your own school or district.
We identified seven ways to use Interaction in an Instant in Tools for Classroom Instruction That Works, and Interaction in an Instant may be the least formal. Sometimes a simple opportunity to chat (within guidelines you’ll provide) is enough to generate energy in the classroom and launch students into a learning-by-talking process with many different peers
Frequently after working with a school district, we hear teachers and leaders say that one of the most valuable things they learned from their time with McREL was “a common instructional language” to use with one another and with students. You might be wondering: What exactly does this mean? And why would educators ever have felt they were deficient in their professional vocabulary?
A few months ago, we began working with a new principal who was in the process of getting to know her school. She knew that students came to school ready to learn, teachers were prepared to teach, and families were supportive of their school. The school was a welcoming place that served as a focus for community activities. But despite these positive supports, she explained, students were not meeting learning expectations. Academic progress in both English language arts and mathematics were below the state average, and she was concerned that families might soon lose confidence in the school’s ability to prepare students for the next level of learning.
During our consultation with this principal, we asked her if she knew whether the school has a guaranteed and viable curriculum (GVC). She wasn’t sure how to answer, so she responded with a question, “How would I know if the school has a guaranteed and viable curriculum?”
To determine whether a school has a GVC, we must first describe it. A “guaranteed” curriculum is often defined as a mechanism through which all students have an equal opportunity (time and access) to learn rigorous content. This requires a school-wide (or district-wide) agreement and common understanding of the essential content that all students need to know, understand, and be able to do. The word “all” needs emphasis; a guaranteed curriculum promotes equity, giving all children equal opportunity to learn essential content, and to provide this opportunity, curricular materials and instructional approaches must be grounded in research, implemented with fidelity, and must include vertical as well as horizontal alignment.
Over the past 10 years, I’ve spoken to hundreds of principals and central office administrators about their successes and challenges with conducting informal classroom walkthroughs—observations that are done for professional development coaching and monitoring rather than for formal evaluation purposes. While many of these school and district leaders say that there are benefits to doing these walkthroughs—such as improving PD effectiveness, increasing collaborative staff dialogue, and building a purposeful school community—they often struggle to find time to conduct the walkthroughs because of how much else is on their plate during busy school days.
A solution I’ve seen many successful principals employ over the last few years is to bring other observers into the fold, engaging instructional coaches, peer coaches, and other teacher leaders in the process. What these principals found is that sharing walkthrough responsibilities with these additional staff not only saved time, but it instilled higher levels of trust and transparency throughout their building and helped more of their instructional team members understand and rally around common goals and initiatives.
“What makes a student successful?” If you ask students in your classroom this question, how would they respond? Would they say that a student is successful because she is smart, or because the teacher likes him, or because she is lucky? Would students suggest that taking good notes, studying for tests, or doing homework can lead to success?
Often, students attribute success to things that they consider beyond their control, like luck or intelligence. But student effort is often overlooked or minimized as a factor in future success. The more immersed students are in a school and classroom culture where effort is a focus, the more the messages and examples of effort will resonate and bring about positive change for them.
How, then, can we establish an effort-focused classroom culture? First, when teaching students about the relationship between effort and achievement, be explicit. Share stories about people who worked hard to be successful and help students identify the specific actions that contributed to their success. Then, talk with students about what they want to succeed at; help them identify their steps toward success, providing explicit guidance about what it means to expend effort. Be clear about what is necessary for success in your classroom and help students practice those skills. Finally, ask students to keep track of their effort and achievement. Rubrics or graphs depicting effort and achievement can help students to see the correlation between the two.
It’s a typical morning in your American History classroom. Today’s learning centers around the Revolutionary War and you want to help students engage by connecting with their senses and emotions. How can you do this successfully? Try asking your students to imagine, explain, debate, and interpret—from their perspective—the experience of crossing the Delaware with George Washington.
Teacher: You are floating down the Delaware River and you are seated behind George Washington. What do you hear, feel, smell, and see?
Students: I hear the waves crashing against the boat. I feel anxious and scared. I smell body odor. I see George’s white hair.
The next day, begin with a reminder of their imagined journey on the boat; then review and check for understanding. The students could have simply read a passage and answered questions about George Washington’s river crossing, but this simple immersive exercise promotes deeper relevance, engagement, understanding, problem-solving, comprehension, and retention.
Why does this exercise work so well?
Asking higher-order questions requires more time for students to think and articulate their answers, and can greatly extend classroom conversations and learning. When students are challenged with higher-order questions, they draw from their own experience to formulate their answers. In other words, their understanding becomes personalized. Thought-provoking questions not only encourage deeper discussions in the classroom, but also help students develop skills they can use in real-life decision making. Asking a variety of questions helps students actively and broadly engage with and deepen their understanding of the content. The questions invite students to respond based on their thoughts about the content, relying not just on basic recall but actual experience, helping students learn how to think rather than what to think.
How do you know when you’ve made a positive impact on a former student? As a teacher, there isn’t anything much more rewarding than receiving an “out-of-the-blue” message via phone call, e-mail, social media, or a personal visit from a former student. While I’ve yet to be contacted about how wonderfully I taught a specific subject or lesson, I have had former students tell me about the life lessons they learned in my classroom that made a difference or had an impact on their successes.
Educators do so much more than teach content and prepare students for assessments. Yes, we teach A LOT of content in the short time we have students, but when we take a step back and objectively look at who, what, and where we want our students to be as adults, it becomes easier to slip quick life lessons into the classroom throughout the year. Life lessons can have an impact on students as they mature into adulthood or as they apply for that first job. Research tells us that lessons that tap into our emotions have a much greater chance of being retained, so creating funny or engaging scenarios—such as a fishy handshake or sharing stories from real-life—can help students recall specific social awareness skills they learned in the classroom.
For five summers as a teenager growing up in Iowa, I worked as a corn detasseler, walking up and down rows and rows of corn, finding each tassel, grabbing it, pulling it off, and throwing it to the ground. When I applied for the job, I didn’t know why the corn needed to be detasseled, I only knew that I would earn $3.35 per hour. After I was hired and given good direction, I learned that it was extremely important for me to do my job correctly or the plants would not cross-pollinate and the crop would fail. While this might seem like a simple objective, it made my job more meaningful and provided me with both the information and motivation I needed to help the crops flourish.
Similarly, our students need to have clear objectives in the classroom so that they understand what they should be learning and why it is important.
It’s crucial that teachers communicate clearly with students about learning objectives. In the Framework for Instructional Planning found in the second edition of Classroom Instruction that Works (CITW) (2012), Setting Objectives is one of the non-negotiables within the first component, Creating the Environment for Learning. CITW offers four recommendations for setting objectives.
The learning curve for first-year teachers is notoriously steep: Not only are they having to keep up with the content they’re teaching, but they’re also figuring out how to deliver it well, assess it right, manage the classroom and their students’ behavior, and design effective lesson plans. Striking just one of these things from their list, research shows, can go a long way toward supporting and retaining novice teachers.
In the latest Research Matters column in Educational Leadership, McREL’s president and CEO Bryan Goodwin shows how providing well-designed lesson plans is a simple yet powerful way to improve teacher performance—among both new and struggling teachers.
A 2016 study of middle school math teachers, for example, found that when one group was given model lesson plans along with webinars and opportunities to network with other teachers and the plans’ developers, their students showed higher achievement—a 0.08 effect size, or the equivalent of moving students from a classroom with an average teacher to one at the 80th percentile of quality. Moreover, these effects were doubly beneficial for weaker teachers.