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About the Authors | |
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Dedication | |
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Preface | |
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Considering the Ghosts in the Closet: Hegemony and Conflict Regarding Supervision and Evaluation in Schools | |
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Examining the Classroom Walk-Through With Reflective Inquiry as a Discursive Practice | |
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Understanding the Three Stages of Transformation With the Downey Approach | |
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Examining the Text Analysis of the Three Transformational Stages | |
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Building on the Philosophical Framework of the Three-Minute Walk-Through for Reflective Inquiry | |
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Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach | |
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Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies | |
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Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach | |
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Building Staff Capacity as a Way of Improving One's Practice | |
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Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback | |
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Being Reflective on Chapter Content | |
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Considering the Various Approaches to Classroom Observations | |
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Distinguishing Between Informal Walk-Throughs, Short Classroom Observations in Which Formal Data is Collected, and Principal-Supervisor Group Learning Walks | |
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Identifying the Components Within the Classroom Observations to Determine Which Type of Observation to Use - Purpose, Primary Learner, Who Conducts the Observation, Observation Lens, Data Collected - if Such | |
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Comparing the Various Approaches Using the Components | |
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Clarifying the Meaning of "Walk-Through" | |
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Being Reflective on Chapter Content | |
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Clarifying the Misapplications in Using the Downey Walk-Through Five-Step Classroom Observation Structure | |
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Clarifying the Five-Step Observation Structure Approach | |
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Gathering Information on the Taught Objective: Content, Context, and Cognitive Type - Part I of Step Two | |
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Analyzing the Curriculum Content - The First "C" of Step Two | |
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Analyzing the Context of the Objective - The Second "C" of Step Two | |
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Analyzing Cognition Type - The Third "C" of Step Two | |
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Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective - Part Two of Step Two | |
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Calibrating the Taught Curriculum With the Expected Curriculum - Part Three of Step Two | |
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Gathering Data on Instructional Practices - More on Step Three | |
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Determingin When to and When Not to Interact With Others During the Observation | |
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Being Reflective on Chapter Content | |
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Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue | |
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Creating a Culture of Reflective Inquiry | |
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Providing Opportunities for Reflective Dialogue | |
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Using the Positive Presuppositional Phrases in the Downey Reflective Question | |
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Expanding Teachers Outside Their Comfort Zone | |
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Conducting a Reflective Dialogue to Lead to Collaborative Learning | |
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Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo | |
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Being Reflective on Chapter Content | |
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Moving People Toward Reflection | |
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Providing a Foundation for Meaningful Reflective Practice | |
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Promoting Reflective Thought and Transformative Learning | |
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Moving Toward Interactive Conversations | |
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Incorporating the Life Cycle Model | |
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Using Direct Conversations: What the Principal Might Say | |
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Using Indirect, Interdependent Invitation to Reflection | |
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Using Collaborative-Interdependent Conversations | |
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Being Reflective on Chapter Content | |
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Adapting the Walk-Through and Reflective Conversation for Other Positions | |
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Engaging in Reflective Inquiry With School Counselors | |
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Engaging in Reflective Inquiry With Speech Language Pathologists | |
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Engaging in Reflective Inquiry With School Nurses | |
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Engaging in Reflective Inquiry With School Finance Officers | |
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Engaging in Reflective Inquiry With Media Coordinators | |
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Engaging in Reflective Inquiry With Chief Nutrition Directors | |
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Thinking About All Positions for Reflective Inquiry | |
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Being Reflective on Chapter Content | |
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Adapting the Walk-Through and Reflective Conversation Approach for Peer Coaching and Mentoring | |
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Valuing the Downey Model for Peer Coaching and Modeling | |
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Listening to a Sample Dialogue Between Peers Using the Downey Approach | |
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Implementing the Peer Walk-Through With Reflective Inquiry Approach | |
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Using a Peer Protocol for the Walk-Through and Reflective Inquiry | |
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Being Reflective on Chapter Content | |
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Authenticating the Three-Minute Walk-Through and Reflective Inquiry and Practice With Recent and Legitimate Research | |
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Providing Basic Foundational Research on Walk-Through Practices | |
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Considering the Limitations of Using External Feedback | |
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Valuing Supervisor Visibility and Instructional Improvement | |
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Understanding the Power of Reflective Practice and Professional Growth | |
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Considering Reflective Practice and Experience | |
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Being Reflective on Chapter Content | |
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Using the Walk-Through and Reflective Dialogue to Create Professional Learning Communities | |
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Using the Downey Model of Reflective Practice in Professional Learning Communities | |
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Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community | |
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Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations | |
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Considering the Implications for School Leaders | |
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Constructing a Learning Organization: A Summary | |
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Being Reflective on Chapter Content | |
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Institutionalizing the Three-Minute Walk-Through and Reflective Inquiry | |
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Understanding the Prerequisites in Terms of Curriculum | |
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Considering the Prerequisites in Terms of Culture | |
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Considerations for Successful Full-Scale Implementation of the Model | |
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Being Reflective on Chapter Content | |
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References | |
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Index | |