24Q0005_Attachment10_Performance Elements and Supporting Docs_112123.pdf

CLASSROOM TEACHERS

PERFORMANCE ELEMENT 1: MASTERING CONTENT AND CURRICULUM

Demonstrate comprehensive knowledge of subject matter related curriculum.

Implement and adhere to current DoDEA standards and CCRS-aligned curricula.

Design lessons which foster student learning via instructional strategies that are appropriate to subject matter.

Design, sequence, and interrelate instruction that supports cross-disciplinary learning.

Proactively keep supervisor informed of status, student concerns, and outcomes by providing updates/feedback using communication protocols agreed upon with the supervisor (e.g. email, conversation, report, work product copies, etc.) each grading period.

Updates demonstrate a systemic approach for the practices outlined in this element.

Align adopted DoDEA standards, written lesson plan, posted objectives, learning activities, and assessment.

The sequence of learning activities follows a coherent sequence, is aligned to the learning goals, and is designed to engage students in high-cognitive activities.

Lesson designs include differentiated activities for individual learners.

Develop effective targeted intervention based on CCRS deficits.

Actively participate in grade level/department collaboration/PLC and professional development for continuous improvement and professional growth.

Use technology to enhance teaching and learning.

Adhere to all DoD and DoDEA regulations, procedures, and instructions.

PERFORMANCE ELEMENT 2: INSTRUCTIONAL PLANNING AND STRATEGIES

Employ effective instructional techniques, strategies/best practices to promote successful student learning in compliance with CCR standards for grade(s)/subject matter/specialized content.

Develop & facilitate lessons accurately in clear & logical manner, regularly and consistently communicate/discuss appropriate instructional objectives or goals/standards and purpose for the lesson.

Relate new learning to student experience, real-world contexts & prior learning; check for student understanding throughout lesson.

Use research-based instructional methods that promote authentic learning and are appropriate to content/subject matter.

Engage all students in active learning, challenging students to explain their thinking;

structure & pace lessons appropriately to foster engagement.

Differentiate instruction for all students as appropriate and adapt instruction based on student responses.

Provide opportunities for creativity; provide opportunities for students to make decisions regarding own learning & behavior.

State clearly and model expectations for quality and quantity of student work.

Display student work, with effective feedback, throughout building.

Proactively keep supervisor informed of status, student concerns, and outcomes by providing updates/feedback using communication protocols agreed upon with the supervisor (e.g. email, conversation, report, work product copies, etc.) each grading period.

Updates demonstrate a systemic approach for practices outlined.

PERFORMANCE ELEMENT 3: MANAGING FOR EFFECTIVE LEARNING

Maintain classroom environment that continuously enhances student learning & promotes positive student behavior.

Create a courteous, respectful classroom climate; establish appropriate classroom rules, routines, & expectations; reinforce positive student behavior in a consistent manner;

demonstrate respect, empathy, fairness, consistency & firmness in handling student problems; utilize appropriate intervention strategies in managing behavior; follow established procedures for intervention, parent communication & administrator referral.

Arrange classroom & procedures to support designed learning activities; conduct smooth transitions between student tasks to enhance time on task.

Maximize use of resources & materials by collaborating with colleagues, school-based specialists, resource personnel & community persons as appropriate; provide a variety of appropriate instructional/program materials that reinforce & extend skills, accommodate learning styles & match student & instructional objectives; incorporate multi-sensory materials to meet varied student learning styles; integrate approved & available technology in instructional delivery as appropriate.

Proactively keep supervisor informed of status, student concerns, and outcomes by providing updates/feedback using communication protocols agreed upon with the supervisor (e.g. email, conversation, report, work product copies, etc.) each grading period.

Updates demonstrate a systemic approach for the practices outlined.

ELEMENT 4: MONITORING AND ASSESSING STUDENT ACHIEVEMENT

Uses data from a variety of assessment techniques/tools/strategies to evaluate and improve learning and guide instruction.

Assure assessment methodology is appropriate to instructional goal.

Communicate assessment criteria/standards to students throughout instructional process.

Goals & strategies based on analysis of data reflect clear relationship between actions of teachers and students and impact on student achievement.

Use variety of questions/prompts to challenge students cognitively, advance higher order thinking and promote discourse among students.

Questions and assessments are used regularly to demonstrate evidence of student learning and guide teaching.

Check for student understanding throughout lesson.

Provide timely, accurate and constructive feedback to students.

Assess learner progress in relation to adopted college & career readiness standards on a continuous basis, as well as student progress toward meeting school goals and community strategic plan/blueprint.

Continuously and accurately document student progress and communicate to parents.

Maintain accurate documentation of student progress in retrievable record-keeping system.

Proactively keep supervisor informed of status, student concerns, and outcomes by providing updates/feedback using communication protocols agreed upon with the supervisor (e.g. email, conversation, report, work product copies, etc.) each grading period.

Updates demonstrate a systemic approach for the practices outlined in this element.

ELEMENT 5: PROMOTING DIVERSITY AND EQUITY

Create a climate conducive to the promotion of positive student involvement, self-concept & achievement, practicing education equity in classroom.

Recognize student diversity & demonstrate sensitivity & responsiveness to personal ideas, needs, interests & feelings of students.

Demonstrate respect for each student’s background experience & culture.

Acknowledge & encourage achievement for each student.

Make accommodations for individual differences.

Provide every student with opportunities for active involvement & creative thinking.

Elicit responses from volunteers & non-volunteers.

Promote positive student-student, student-educator, educator-educator, educator-parent relationships.

Demonstrate high expectations for all students.

State clearly & model the expectations for quality & quantity of student work.

Provide positive reinforcement for quality student products.

Ask carefully & clearly formulated questions, providing wait time, before calling on student(s) to respond.

Use a variety of questioning & clarification techniques for all students.

Proactively keep supervisor informed of status, student concerns, and outcomes by providing updates/feedback using communication protocols agreed upon with the supervisor (e.g. email, conversation, report, work product copies, etc.) each grading period.

Updates demonstrate a systemic approach for the practices outlined in this element.

Adhere to all DoD and DoDEA regulations, procedures, and instructions.

Learning Walkthrough Implementation

Guide 2.0

LEARNING WALKTHROUGH IMPLEMENTATION GUIDE

Table of Contents

Introduction How to Use This Guide?

DoDEA Theory of Action What is a Learning Walkthrough?

Why use a Learning Walkthrough?

Benefits and Expectations What are the Benefits of School-Wide Implementation?

What are the Benefits of DoDEA-Wide Implementation?

Who are the Observers and What are Their Roles?

Initial Implementation Roles and Responsibilities

Understanding the Tools Learning Walkthrough Tool How Can the Learning Walkthrough Tool Job Aid Be Used Scheduling a Learning Walkthrough Steps Administrators Should Consider When Planning a Learning Walkthrough

Implementing the Learning Walkthrough Getting Started Communication Shared Understanding Setting a Focus Gathering Data Using Data Talking About Data Delivering Feedback

Appendix Appendix A: DoDEA’s Definition of Excellent Instruction 2023 Appendix B: DoDEA’s Definition of Instructional Leadership Appendix C: DoDEA Learning Walkthrough Tool Template Appendix D: DoDEA Learning Walkthrough Tool Job Aid Appendix E: DoDEA Learning Walkthrough Glossary of Terms Appendix F: Sample Agenda for Introducing Learning Walkthroughs to Teachers Appendix G: Tips for Successfully Implementing the Learning Walkthrough Appendix H: DoDEA Learning Walkthrough Tool – Sample Descriptive Notes Appendix I: Ladder of Feedback Template for Classroom Observations Appendix J: Ladder of Feedback for Classroom Observations – Sample Appendix K: Ladder of Feedback Template for School-Level Walkthrough Data Appendix L: Ladder of Feedback Template for School-level Walkthrough Data – Sample Appendix M: Access to the DoDEA Electronic Learning Walkthrough Form

Introduction How to Use This Guide?

This guide supports instructional leaders in implementing the Learning Walkthrough process within a Department of Defense Education Activity (DoDEA). It is designed to offer thoughtful guidance to DoDEA schools with an established culture of collaboration and inquiry, as well as those that are just beginning to observe instructional practices in classrooms and discuss teaching and learning in a focused manner.

DoDEA Theory of Action

If Principals and Assistant Principals, District and Community Superintendents, and District Instructional Systems Specialists (ISSs) observe instructional practices in the classroom to:

provide individual feedback to teachers; and look for trends across the school, district, and region.

Then, we will build a common understanding of excellent instruction leading to improved teaching and learning.

What is a Learning Walkthrough?

The Learning Walkthrough is a systematic and coordinated method of gathering data on instructional practices and to gauge the level of student engagement within classrooms in order to make data-informed decisions.

It is NOT an evaluation protocol for teachers or administrators.

Why use a Learning Walkthrough?

Learning Walkthroughs are a powerful means of helping educators, at all levels, learn more about the ways in which instructional practices support student learning, engagement, and achievement. This process can clarify and focus the work that is needed to assist all students with achieving college and career readiness skills.

Learning Walkthroughs provide opportunities to engage in frequent observations and discussions regarding teaching and learning that result in thoughtful, data-driven actions.

Learning Walkthroughs promote a true professional learning community at all levels of the organization through collaborative conversations among participants promoting continuous improvement of leading, teaching, and learning.

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Benefits and Expectations What are the Benefits of School-Wide Implementation?

The Learning Walkthrough provides relevant and timely data for informing Focused Collaboration about teaching and learning. The power of the Learning Walkthrough is the collection of data that educators can draw upon to critically analyze, learn about, reflect on, and improve their instructional practice. When aligned with and connected to a school’s improvement efforts and the work of Focused Collaboration, the impact can be significant.

Some of the benefits of school-wide implementation of Learning Walkthroughs are:

enhanced focus on student learningexperiences;

enhanced professional dialogue about teaching and learning;

development of a common language about teaching and learning;

creation of a culture of inquiry and research, characterized by collaborative learning and reflective practice;

improved district and school infrastructures to support teachers;

identification of opportunities for additional coaching and professional development; and Opportunities for more consistent and higher-quality teaching and learning experiences throughout DoDEA.

What are the Benefits of DoDEA-Wide Implementation?

The benefits of a system-wide DoDEA implementation of the Learning Walkthrough are many and varied. A system-wide Learning Walkthrough creates a learning organization that collects data to continually answer the question, are we seeing what we expect to see in our classrooms, given how we are focusing our energy and resources?

An agency-wide implementation provides DoDEA the ability to:

Focus the entire system on instruction and classroom practice

Unify practice and language

Inform analysis of other data

Monitor progress toward goals

Identify and Implement research-based instructional practices

Inform agency-wide decisions, school improvement initiatives, and resource allocations

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Who are the Observers and What are Their Roles?

Initial Implementation

During the initial year(s) of implementation of the Learning Walkthrough, the school based instructional leaders, Principal and Assistant Principal, will be the primary users of the tool. Support will be provided by the Center for Instructional Leadership (CIL), as well as District and Community Superintendents and ISSs.

Roles and Responsibilities

HQ

CIL

DISTRICT

SCHOOL

Communicate in ways that build transparency and trust for all stakeholders.

Develop and disseminate policy, guidance, and expectations.

Coordinate final documents and products.

Provide technical support for the implementation to include professional learning and materials for CIL staff.

Convene a committee for professional learning design, data analyses and monitoring, and adjusting the implementation.

Communicate in ways that

Participate in a cross- regional group to design and develop the professional learning for the DoDEA Learning Walkthrough implementation, using systemic tools/materials.

Collaboratively plan with district leadership to conduct professional learning on the DoDEA Learning Walkthrough process and tools for instructional leaders.

Model the Learning Walkthrough process.

Provide ongoing coaching support.

Engage in data analysis with district leadership.

Communicate in ways that

Establish district-wide expectations for use of the DoDEA Learning Walkthrough Process and Tools.

Co-plan with CILs for the professional learning, implementation, and support of the Learning Walkthrough.

Provide subject-matter/instructional expertise in instructional shifts.

Provide professional learning on instructional shifts and DoDEA’s College and Career Ready Standards implementation.

Engage in data analysis to inform decisions and resource allocation.

Provide support for school-level leaders and their leadership for Focused Collaboration/PLCs in schools.

Participate in district leader networks.

Communicate in ways that for all stakeholders

Orient teachers to the purpose, concept, process, and common language of the Learning Walkthrough.

Implement the DoDEA Learning Walkthrough with consistency and fidelity.

Provide specific and actionable feedback to teachers.

Identify classroom strengths and support classroom needs.

Incorporate data gathered into Focused Collaboration/PLC conversations.

Use trend data to plan for professional learning needs in School Improvement Plans.

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Understanding the Tools Learning Walkthrough Tool

The DoDEA Learning Walkthrough Tool was developed with input from many stakeholders within DoDEA, including Headquarters leadership and specialists, the CILs, District and Community Superintendents, and the Directors of Student Excellence. The Learning Walkthrough Tool represents 13 indicators that foster a standards-focused classroom, aligned to the instructional shifts addressed in DoDEA’s College and Career Ready Standards (CCRS).

The 13 Standards-Focused Classroom Indicators are grouped into three clusters: Learning Environment (Indicators 1-3), Facilitating Learning (Indicators 4-7), and Instructional Shifts (Indicators 8-13).

Learning Environment Facilitating Learning Instructional Shifts

1. Learning environment is conducive to student-centered learning.

2. DoDEA-adopted materials are used to support student learning.

3. Students use digital tools or multimedia resources to collaborate, create, produce, publish, integrate, or evaluate content.

4. Teacher communicates high expectations for student success.

5. Lessons are paced and structured to keep all students engaged throughout the learning.

6. Students are engaged in flexible groups.

7. Learning tasks incorporate formative assessment to guide the ongoing learning process.

8. Goals/objectives are communicated beyond being posted and referred to by teachers or students as they voice their understanding of learning goals.

9. Lesson tasks require productive struggle, problem-solving, or reasoning.

10. Teachers’ or students’ written and/or spoken discourse uses domain specific vocabulary.

11. Students read and articulate their understanding of complex text and/or concepts.

12. Students respond to and/or use higher-order questions in classroom discourse.

13. Students support written and/or spoken opinions with evidence from text and/or other content-specific resources.

The hard copy of the Learning Walkthrough Tool is useful for sharing expectations with teachers. The electronic Learning Walkthrough System was created to help users identify patterns and trends that will inform decisions about support resources and professional learning needs. The electronic version is the standard expectation for all users. The user can access the link from the DoDEA Network.

Steps for accessing and using the tool are included in this guide. The electronic version offers several useful features, including drop-down boxes for ease of completion and data collection; an unlimited character box, spell check function, space for making descriptive notes while observing; and an immediate self-generating email notification to the teacher observed.

The Learning Walkthrough Tool includes three descriptors for addressing the classroom observation visits:

Observed. The user saw, read, or heard evidence of the indicator during this walkthrough.

Not Observed. The user did not see, read, or hear evidence of the indicator during this walkthrough.

Not Applicable. The user determined BEFORE entering the classroom NOT to look for the indicator during this particular walkthrough.

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How Can the Learning Walkthrough Tool Job Aid Be Used

The DoDEA Learning Walkthrough Job Aid helps answer the question: Are we seeing what we expect to see in our classrooms? The Job Aid ensures a common language of instruction and assists the instructional leader by helping him/her to:

understand and communicate the learning goals and objectives, specific instructional shifts for standards-based teaching and learning, and promising research-based instructional practices;

identify factors in the learning environment that contribute to student success; listen and observe more acutely to what teachers say to and ask of students;

listen and observe more carefully to what students are saying to each other and to the teacher;

ask thoughtful and targeted questions to prompt standards-based thinking of the teacher;

ask reflective and open questions of the students to gauge their learning; and craft feedback for the teacher that is specific and actionable, reflective, and standards-focused.

Scheduling a Learning Walkthrough

Administrators should create a schedule that allows for frequent, regular, and uninterrupted visits. Setting aside a couple of days during the week, or alternating halves of several days, ensures the Learning Walkthrough is accomplished. Simply blocking the calendar for the Learning Walkthrough is not enough—actually placing teacher names into a calendar keeps the administrator on track.

Classroom visits will require 5-10 minutes to sufficiently gather useful evidence from which to offer feedback. The length of time is determined by the focus identified prior to beginning the Learning Walkthrough.

Steps Administrators Should Consider When Planning a Learning Walkthrough

There are many steps an administrator should consider when planning a Learning Walkthrough. The graphic below suggests ideas to support planning and implementation.

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Implementing the Learning Walkthrough

Getting Started

Communication

How the message of the Learning Walkthrough is communicated is critical to its success.

A successful implementation is dependent on effective communication. Communication should be:

early on in the process, using the guide and tool as supports;

consistent with the purpose of the Learning Walkthrough;

frequent, to ensure understanding;

timely, helpful, and growth producing; and transparent to build trust.

Shared Understanding

Developing a shared understanding and a common language among teachers and administrators is essential for effective and efficient communication. To facilitate this shared understanding, this guide includes a Learning Walkthrough Tool Job Aid (Appendix D) and a Glossary of Terms (Appendix E). See items in the Appendix.

In order for schools to engage in conversations designed to bring about sustained changes in instruction, it is important to develop a culture of learning and sharing that allows teachers and administrators to discuss important instructional issues.

Included in developing that culture is the need to find time to establish and develop a common language. Participation in collegial study and discourse about instructional practices empowers the participants to reshape their thinking and their models of learning.

Setting a Focus

Deciding on a focus gives purpose to the Learning Walkthrough, informs a specific need or improvement goal within the context of each district and school, guides the selection of participants, and ensures that data collection is targeted.

Decide which option is most appropriate for the purpose you have set.

Option 1:

Cluster

Focused

Prior to starting the Learning Walkthrough, determine which of the Clusters will be used.

Plan to visit each classroom in the school during that week, or observation period, to look for the same indicators.

Option 2:

Improvement

Focused

Use Focused Collaboration/PLC foci, an improvement goal, or a recent professional learning objective that connects to the Learning Walkthrough Tool, to identify which of the 13 Standards- Focused Classroom Indicators will be used.

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Gathering Data

Descriptive notes within and across classrooms provide a snapshot of instructional practices within a school that can be used to identify school-wide professional learning needs. They clearly outline the specific details to support what was seen and heard during the walkthrough. Taking descriptive notes is essential to providing effective, specific, and actionable feedback afterwards. Here are some tips for gathering data as you begin your Learning Walkthrough implementation.

Script notes that are specific and objective to generate richer and more focused discussions of classroom practice.

Ensure descriptive notes align directly to the identified focus indicator(s).

Use guiding questions to refocus yourself as needed:

o What tasks are students engaged in?

o What do I hear the students and teachersaying?

o What instructional practices do I observe?

o What artifacts are evident that relate to the identified focus?

Avoid evaluative language. Learning Walkthroughs are growth oriented and non-evaluative.

Refer to the Learning Walkthrough Job Aid located in the Appendix to gain clarification on the 13 Standards-Focused Classroom Indicators.

Using Data

Regional and district leadership have a perspective and responsibility regarding data analysis that is different from that of school leadership. Regional and district-level analysis of Learning Walkthrough evidence in conjunction with other data could yield powerful insights into the nature of teaching and learning throughout the district and the region. The Director of Student Excellence should compare Learning Walkthrough evidence across the region. A district should analyze aggregated data gathered through Learning Walkthroughs across the district, and the Administrator should analyze Learning Walkthrough evidence for building trends. The insights generated from this investigation can be powerful drivers of professional development decisions made at the district and/or regional levels.

Some trend data analysis questions:

What does this body of evidence mean, and what action steps need to take place in response to the findings?

What are we learning from the process itself?

What are the trends in Learning Walkthrough evidence? What are the findings over time?

Is there a relationship between Learning Walkthrough evidence and improved student outcomes?

Is there a relationship between Learning Walkthrough evidence and data on regional systems?

What important observations seem to “pop out” from the data? Surprising observations? Unexpected observations?

What confirms what we already know? What challenges what we thought?

What patterns or trends appear? What similarities and differences exist across various data sources?

What are some things we have not yet explored? What other data do we want to examine?

Talking About Data

One of the best ways administrators provide clear expectations for what they want staff to do with data is to model the inquiry process. Leading a data dialogue effectively requires focus, data, guiding questions, and an understanding of the collaborative inquiry process. Data-driven dialogue assists teams in making shared meaning of data, surfacing multiple perspectives, separating data from inference, and making data-driven decisions.

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Delivering Feedback

Effective feedback is immediate, specific, useful, meaningful, directed at a goal or objective aligned to an indicator of focus, and actionable with suggestions for improvement, sustainment, or acceleration.

Specific and actionable feedback should be focused on the most impactful indicator. It should be grounded in data gathered (descriptive notes) during the observation, provide evidence to support the suggestion, and allow the teacher to reflect on his/her practices. Initiating and engaging in successful conversations with educators, at all levels, is vital to support a standards-focused teaching and learning environment. Having a conversation that leads to improved instructional practice supports the goals of DoDEA. After the Learning Walkthrough has been completed, an email notification is immediately sent to the educator once the user submits the electronic Learning Walkthrough form.

The Ladder of Feedback is a protocol that establishes a culture of communication and constructive feedback. It can be used at the classroom and school level. A user may not fill in every rung on the Ladder of Feedback. The user should always fill in the "Thank" rung on the Ladder of Feedback and at least one other rung. The other rungs are described below and a copy is provided in the Appendix of this guide.

Rung Questions Description

Clarify

Are there aspects of the Learning Walkthrough that you do not believe you understood?

To gain clarity:

Ensure that you are clear about what your feedback colleague was trying to accomplish in the lesson by asking some questions or stating any assumptions you have made.

State if you approached your observations from a particular frame or perspective.

Value

What did you see in the school or classroom that you find to be particularly strong, impressive, innovative, or noteworthy?

To demonstrate value, your statements should:

Build a supportive culture of understanding that will help your feedback colleague identify strengths in their work that he/she might not have recognized.

Remind your feedback colleague of the parts of his/her lesson that should be preserved when making improvements.

Express your appreciation for learners and their ideas. This is fundamental to the process of constructive feedback.

Stress the positive points and offer honest compliments to set a supportive tone.

Reflective Questions

What questions or challenges were raised for you during the Learning Walkthrough?

To ask reflective questions or present challenges:

Share your concerns, not as criticisms, but as honest thoughts and questions, not as absolute judgments of right and wrong.

Suggest

Do you have suggestions for professional learning, moving forward, or on how to address the questions or challenges raised?

Suggestions should:

Help your feedback colleague make improvements by sharing your ideas on how he/she might refine or advance the lesson.

Put forward ideas on where the lesson might go next or how a teacher might build on students' ideas and work.

Thank

How has observing and giving feedback enhanced your own understanding of instructional practices?

To demonstrate thanks, your statements should:

Tell your feedback colleague what you have learned from this experience.

Share the questions and issues you will take away to think more about.

NOTE: Those providing feedback on a Learning Walkthrough may use all or some of the rungs from the Ladder of Feedback. However, what is most important is that the feedback is specific and actionable, relevant, and encourages reflection on practice. It is expected that feedback is given after every Learning Walkthrough.

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Appendix

APPENDIX A: DoDEA’s Definition of Excellent Instruction

APPENDIX B: DoDEA’s Definition of Instructional Leadership

APPENDIX C: DoDEA Learning Walkthrough Tool Template

APPENDIX D: DoDEA Learning Walkthrough Tool Job Aid

APPENDIX E: DoDEA Learning Walkthrough Glossary of Terms

APPENDIX F: Sample Agenda for Introducing Learning Walkthroughs to Teachers

APPENDIX G: Tips for Successfully Implementing the Learning Walkthrough

APPENDIX H: DoDEA Learning Walkthrough Tool – Sample Descriptive Notes

APPENDIX I: Ladder of Feedback Template for Classroom Observation

APPENDIX J: Ladder of Feedback for Classroom Observations – Sample

APPENDIX K: Ladder of Feedback Template for School-level Walkthrough Data

APPENDIX L: Ladder of Feedback for School-level Walkthrough Data – Sample

APPENDIX M: Access to the DoDEA Electronic Learning Walkthrough Form

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Appendix A: DoDEA’s Definition of Excellent Instruction (2023)

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Appendix B: DoDEA’s Definition of Instructional Leadership

DoDEA’s Definition of Instructional Leadership

In DoDEA, Instructional Leadership is defined as building a shared vision of excellent instruction; establishing and sustaining a culture of continuous improvement;

prioritizing collaborative and ongoing professional learning; maximizing time for instructional improvement; and being intentional about building and leveraging teacher expertise.

Descriptors of definition’s key ideas to ensure a common understanding:

• Communicating a shared vision of excellent instruction grounded in a deep understanding of what the standards (CCRS) are and what they are asking of students and teachers

• Establishing and sustaining a culture of trust, continuous improvement, and reflective practice using teaching and learning data to model and implement school-wide instructional practices for the academic success of every student

• Prioritizing collaborative and ongoing professional learning that is focused on quality instruction and student learning

• Maximizing time for instructional improvement to include focused collaboration, observing instruction, providing actionable feedback, and developing systems for student interventions and enrichment

• Being intentional about building and leveraging teacher expertise and developing structures for shared leadership and accountability to support and extend school-wide performance

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Appendix C: DoDEA Learning Walkthrough Tool Template Person Observed: Date: Time: Subject Area: Grade:

Lesson Segment: Beginning 20%--Middle60%--End 20% Observer:

The purpose of this form is to collect trend data over time and is not evaluative. In advance of entering the classroom, the observer may decide to look for only a subset of indicators. When not looking for an indicator, please leave the default option of “Not Applicable.” Once the observer has decided to look for an indicator, we expect to see descriptive notes for that indicator, along with a selection of “Observed” or “Not Observed.”

O bs er ve d N ot O bs er ve d

No t A pp lic ab le

Standards-Focused Classroom Descriptive Notes

Le ar nin g

En vi ro nm en t 1. Learning environment is conducive to student-centered learning.

2. DoDEA-adopted materials are used to support student learning.

3. Students use digital tools or multimedia resources to collaborate, create, produce, publish, integrate, or evaluate content.

Fa ci lit at in g

Le ar ni ng

4. Teacher communicates high expectations for student success.

5. Lessons are paced and structured to keep all students engaged throughout the learning.

6. Students are engaged in flexible groups.

7. Learning tasks incorporate formative assessment to guide the ongoing learning process.

In st ru ct io n al S hi ft s

8. Goals/objectives are communicated beyond being posted and referred to by teachers or students as they voice their understanding of learning goals.

9. Lesson tasks require productive struggle, problem-solving, or reasoning.

10. Teachers’ or students’ written and/or spoken discourse uses domain specific vocabulary.

11. Students read and articulate their understanding of complex text and/or concepts.

12. Students respond to and/or use higher-order questions in classroom discourse.

13. Students support written and/or spoken opinions with evidence from text and/or other content-specific resources.

Recognitions and Considerations [to be included in teacher email]:

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Appendix D: DoDEA Learning Walkthrough Tool Job Aid Learning Environment Indicator 1: Student-Centered Learning

Indicator Evidence (Looks like/Sounds Like) Questions to Students Questions to Teachers

1. Learning environment is conducive to student-centered learning.

Rich Description:

A student-centered environment is one in which students are empowered to take responsibility for their mastery of content or performance standards while the teacher serves as a facilitator of learning. In this environment, students take risks as they engage in respectful collaboration and discourse with others and exercise their voice and choice in the completion of rich, authentic learning tasks designed to challenge each student at his or her level. A student-centered learning environment is not characterized by students solely sitting/working in groups or by simply engaging in cooperative learning structures.

In the environment you may observe:

● Visual displays that support student learning and positive social interactions (exemplars, anchor charts, tasks with directions, norms, etc.)

● Group and individualized resources that support student learning (adaptive technology, ESOL resources, SPED resources, manipulatives, reference materials, etc.)

● Learning goals/objectives, and/or essential questions aligned with content standards that are written for student understanding

● Flexible configuration of furniture to support transitions between individual and collaborative learning

● Displays of performance data and progress monitoring tools used to support learning

You may observe or hear the teacher:

● Providing structures for voice and choice in tasks/assignments and empowering students to take ownership of their learning

● Connecting learning tasks to the posted goals/objectives and providing feedback that connects students’ efforts to their progress toward mastery of the posted goals/objectives

● Celebrating students’ successes and efforts toward learning goals

● Referencing data about student performance, interest, or learning to make instructional decisions about student groupings

● Collaborating with students to make instructional decisions

You may observe or hear students:

● Taking ownership of their learning by writing, referring to,or reflecting on their progress toward learning goals aligned to content standards

● Asking questions to engage in peer-to-peer and student-to-teacher discourse to better understand the content

● Using a variety of tools such as posted visual displays, peer support, or teacher support to guide their work or their interactions

● Engaging in respectful dialogue and behavior to celebrate each other’s efforts in support of progress toward personal learning goals

● Providing peer feedback that deepens learning and refines learning products

What are your class norms?

What happens when someone doesn’t follow them?

How do you show others you respect them?

Can you describe expectations for transitions and classes?

How do you use learning centers/stations?

Do you have a choice in the kind of work you do?

How do you set and maintain an environment of respect?

Can you describe your collaborative structures in your class?

How are norms developed, taught, and reinforced?

What strategies do you use to give students voice and choice?

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Learning Environment Indicator 2: DoDEA Adopted or Approved Materials

2. DoDEA-adopted materials are used to support student learning.

Rich Description:

DoDEA adopted or approved materials are used as a primary resource in learning experiences as evidenced by responding, critiquing, and referencing curricular materials to support teaching and learning of the DoDEA standards. All resources must be approved or procured by HQ to meet this description. This would not include any locally procured materials not listed on the DoDEA Approved Software List and the adopted materials.

● DoDEA adopted texts being used to facilitate learning

● Anchor charts, posters, and learning aids displayed from adopted resources used to support learning

● DoDEA adopted materials (manipulatives, kits, equipment, etc.)

being used to facilitate learning

● DoDEA adopted learning aids available for self-selected student use

● DoDEA approved software being integrated into the learning

● Providing opportunities for academic discourse around DoDEA adopted curriculum materials

● Referencing materials and page numbers of DoDEA adopted texts

● Referencing DoDEA adopted resources to enhance the learning experience

● Selecting appropriate DoDEA adopted resources for student learning

● Delivering standards-based lessons that require the use of DoDEA adopted materials

You may observe or hear students:

● Actively engaged in peer-to-peer or student-to-teacher discourse referencing DoDEA adopted materials

● Integrating evidence drawn from DoDEA adopted materials into written work

● Conducting research using DoDEA adopted materials

● Utilizing DoDEA approved software

● Creating products using DoDEA adopted materials

What resources did you use in today’s lesson to help you understand the lesson?

If you are struggling with a concept/idea what tools are available to help you?

If a student is struggling or exceeding expectations of the lesson, what resources are you using to meet their needs?

When you supplement adopted materials or texts how do you determine the appropriateness?

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Learning Environment Indicator 3: Digital Tools or Multimedia Resources

3. Students use digital tools or multimedia resources to collaborate, create, produce, publish, integrate, or evaluate content.

Rich Description:

In support of CCR Standards, students use digital tools and multimedia resources to collaborate, create, publish, and communicate. Teachers design tasks that require students to engage with digital tools and multimedia resources at the augmentation, modification, and/or redefinition levels of the SAMR model. Students use digital tools to engage in learning experiences where technology no longer acts as a direct substitute for traditional learning tasks.

● Digital tools, such as Google Hangouts and Wixie, being used to collaborate with different classrooms (locally and globally)

● Digital tools or multimedia resources, such as Blogger and Skype, being used to innovatively share ideas and support research

● Digital tools, such as Adobe Premier or Google Slides, being used to collaboratively create products

● Multimedia resources, such as online databases and Discovery Education, as assessment tools of students’ appropriate use of video, text, audio, or images

● Digital tools or a Learning Management System as a method to personalize and customize learning experiences

● Facilitating learning at the augmentation, modification, or redefinition levels

● Providing opportunities for all students to access digital tools and multimedia resources for learning experiences beyond the substitution level

● Using methodologies such as project-or problem-based learning, blended learning, or virtual learning for students to collaborate, create, or evaluate using digital tools

● Promoting digital citizenship by teaching students how to evaluate the accuracy and credibility of digital tools and multimedia resources

● Creating an atmosphere of collaboration by employing digital tools or multimedia resources, such as Google Docs, for students to engage with peers locally and globally in order to broaden their perspectives and enrich their learning

● Solving authentic, real-world problems using digital tools or multimedia

● Broadening their perspectives and enriching their learning by working with others in teams locally and globally

● Producing original works or repurposing and/or remixing digital resources into new products

● Sharing or presenting, publicly, content that customizes the message and medium for their intended audiences

● Determining the accuracy, perspective, credibility, and relevance of information, media, data or other resources

What are the goals/objectives for today and how is your use of technology helping you meet that goal?

How do you use technology to collaborate or communicate with peers in class or outside of your classroom?

How do you determine if a resource is credible and accurate?

What have you been taught about being safe online and protecting your personal information?

How do digital tools or multimedia transform the learning task beyond use of technology as a direct substitution?

What digital tools do you use to design opportunities for students to collaborate, create, publish, or evaluate content?

How do you purposefully plan to embed digital tools and multimedia resources into the learning experience?

How do you select digital tools and multimedia that are aligned with CCRS?

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Facilitating Learning Indicator 4: High Expectations for Student Success

FACILITATING LEARNING

4. Teacher communicates high expectations for student success.

Rich Description:

When teachers have high expectations for the success of all students, they provide rigorous and differentiated learning tasks that stretch all students beyond their comfort zone, resulting in high academic achievement. Teacher and students demonstrate a collective responsibility for learning by making mistakes, overcoming challenges, relying upon a clearly defined structure that provides scaffolded learning supports, and allowing students to seek help from the teacher and their peers. Teachers must demonstrate their belief that all students can learn at high levels by providing rigorous learning tasks with scaffolded supports. High expectations should not be confused with positive affirmation.

● Classroom organization that allows for equitable access to learning materials and structures/routines

● Safe learning spaces that foster creativity and innovative-thinking

● Examples of current student work displayed with descriptive feedback for growth/improvement and rubrics/criteria for success

● Success criteria is clearly communicated through rubrics, posters, anchor charts, exemplars, grading scales and/or class/course/lesson overviews

● Processes in place for creating shared understandings of success criteria for all students

● Articulating high standards of accuracy in actions, words, and disposition by providing scaffolding questions and cognitive supports to lead students to 100% correct vs partially correct thinking

● Cueing students with additional information/questions that push the student to the correct response, extend their knowledge, and/or test for reliability of their response

● Responding to all students in an equitable, intentional way

● Using models, exemplars, or authentic student work to demonstrate concept/skill/process attainment for all learners

● Facilitating rigorous and challenging learning experiences with scaffolded supports to provide all learners access to the standards/course content

● Demonstrating perseverance through a willingness to continue despite setbacks and/or initial failure

● Demonstrating self-efficacy by taking ownership of their academic success by independently seeking help/support/next steps from peers and/or teacher(s)

● Setting goals for learning that are challenging and/or reflect academic risks

● Referring to success criteria tools to guide/refine their work with attention to quality, details, personal relevance, and creativity

● Communicating, through actions and/or words, a belief that all learners can succeed

How do you know that your teacher has high expectations for you?

How do the exemplars, anchor charts, teacher modeling, etc. help you understand the lesson expectations?

How do the questions asked by your teacher and/or peers support you in discovering/developing the correct response?

How do you set goals for your learning based on the lesson expectations?

How do you intentionally plan for and model the use of questions that support students in discovering/developing correct responses and/or extend students’ thinking?

How do you intentionally plan rigorous and challenging learning experiences for all students to access/master the standards?

What strategies and/or processes do you plan for each lesson that communicate the lesson expectations and ensures student understanding?

How do you ensure that you respond to all students in an equitable, intentional way?

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Facilitating Learning Indicator 5: Student Engagement

5. Lessons are paced and structured to keep all students engaged throughout the learning.

Rich Description:

Students are actively engaged when they are interested, committed to their learning, and have frequent opportunities to interact with teachers, other students, and content. Active engagement includes students creating, producing, and sharing learning tasks that are differentiated by content, process, and/or product. Engagement is not students merely paying attention, being compliant, and/or passively participating in a task.

● Students participating, collaborating, and contributing during the lessons

● Students taking risks and focusing on partnerships and group work

● Lesson timing and flow allow for discourse, dialogue, and gradual release of responsibility

● Materials that are accessible to all students

● Classroom organization allows for collaborative groupings

You may observe or hear the teacher:

● Guiding instruction with a hook, checks for understanding, use of proper wait time, and content-appropriate mini-lessons followed by time for independent and small group work

● Facilitating a lesson using the DoDEA Instructional Framework (20- 60-20 lesson design) that allows students to select their choice for demonstrating mastery of their learning

● Using questioning techniques that require students to actively participate and share their thinking

● Differentiating instruction by providing product/process/ content options that respond to varied interests or learner profiles

● Using scaffolds to engage all levels of learners ensuring each students meets high standards

● Using written discourse to create, plan, problem-solve, discuss and debate topics aligned to CCRS

● Collaborating in small groups based on differing student interest to solve a real-world problem

● Working in small groups with roles such as investigator, problem-solver, and experimenter to solve a common problem

● Engaging virtually, across classrooms or schools, to collaborate and solve a cross content, standards-based problem

● Asking and responding to higher-order questions that extend thinking beyond the materials presented in a variety of groupings (e.g., whole group, small group, four corners, Socratic Seminars)

What opportunities have you had to discuss answers or problem-solve with your peers during the lesson?

How is your product/task different from others in the class/group?

During activities what opportunities do you receive to engage/work with other students to explain or justify your

What are the different roles you are assigned when working collaboratively in a group?

How were you assigned to work in this collaborative group (interest, student choice, data)?

What techniques do you consistently embed into lessons to ensure all students are actively engaged?

How do you determine the method of differentiation; process, product, and/or content as you design workstation tasks for students who struggle and for advanced learners?

How often do students receive opportunities to interact with peers?

all students are engaged in the interactive mini-lessons?

all students have a clear understanding of the lesson task when all students do not get the opportunity to respond to a question or prompt?

all students participate?

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Facilitating Learning Indicator 6: Flexible Groups

6. Students are engaged in flexible groups.

Rich Description:

Flexible grouping is a data-driven instructional decision that allows students to work in a variety of fluid grouping structures to achieve mastery of the standards.