Questioning the Value of Walkthroughs

A recent study found that principals spend an average of 12.7% of their time on activities to improve instruction and 5.4% of their time on classroom walk-throughs. The time was slightly higher in elementary school than in secondary schools. But what's really interesting is that the study found that classroom walk-throughs were negatively associated with student performance, as measured by standardized tests, particularly in high schools. On the other hand, the same study found that there were achievement gains when principals worked to improve the school's curriculum and/or spent time coaching teachers.

Principals reported that they used walk-throughs to "check up" on teacher performance and to be visible throughout their school. While principals saw the walk-throughs positively, their teachers found them less valuable and even intrusive.

The study published in Educational Researcher (Grissom, Loeb & Master, 2013), gathered data from the Miami-Dade County Public Schools. Observers followed principals one full school day for each of three years. Follow-up interviews with principals provided additional data. This article from Education Week summarizes the findings.

Walk-throughs are widely used in American schools as a tool for instructional improvement. But this study shows there is much to learn about their link to improvement. I'd enjoy hearing from you about the use of walk-throughs in your school. 

Instructional Coaching Tips

One of the blogs I follow is the  Culture of Coaching: Change Thinking . . . Change Practice . . . Change Schools blog at PIIC (Pennsylvania Institute for Instructional Coaching). It's funded by the Annenberg Foundation and the Pennsylvania Department of Education. The posts always make me think more deeply about instructional coaching and the way it can transform professional learning in schools.

Here are some recent posts I found helpful.

• Purpose of Instructional Coaching
• Role of Coaches and Alignment with School Vision
• Coaches and Honest Conversations

I hope you find this blog helpful as you work to improve instruction in your school.

Effective Teacher Evaluation

In almost every state there are changes in the teacher evaluation system. Some are very directive. Others  provide districts with options. But in nearly every case the focus is on improving accountability for student learning and providing more defined criteria to measure teacher performance. But changes in teacher evaluation are not the only changes. Similar laws are being adopted to change the evaluation system for principals and other school leaders.

I'm always looking for helpful resources that can inform the work of principals and recently found an article on eSchoolNews that identifies six steps to effective teacher development and evaluation. Three ideas stand out from the others.

• include evidence of teaching and student learning from multiple sources
• use information to provide constructive feedback to teachers, not shame them
• adjust the system over time based on new evidence and feedback.

While principals legitimately struggle with the mandates around evaluation, it is critical that we recognize one of a principal's most important roles, to hire, nurture and retain high quality teachers. Sound evaluation systems support these efforts and include a way to recognize the incredible contributions that most teachers make to student learning.

I'd enjoy hearing from you about how your state or district is dealing with the changing expectations about teacher evaluation.

Mentoring and Coaching Tips

Nothing a principal does impacts student learning more than having good teachers in every classroom. One of a principal's most important roles is cultivate a high quality teaching staff. Too often we get distracted by the unexpected events that occur in any school---an unplanned visit by a parent, a discipline problem, a request from the superintendent. But it is important to intentionally focus on the role of mentor and coach. But some of the most effective mentoring relationships are between colleagues---teacher to teacher. In a recent blog by Sheryn Waterman for Eye on Education suggests four important tips for maintaining a close, supportive mentor relationship among teachers. They include:

• Proximity - Close physical proximity makes it easier to get together. But for school leaders more frequent visits and interaction can create proximity.
• Frequent Contact - Talking with each other regularly helps to build a relationship that is central to successful mentoring.
• Quality Conversations - Assure that the interaction is high quality, about teaching and learning.
• Classroom Observations - Learning from observing and co-teaching deepens the relationship and the conversation. 

Additional information about how to nurture a supportive mentoring relationship is in the blog and in Sheryn's new book Mentoring and Coaching Tips: How Educators Help Each Other.