Revolutionize the walkthrough to focus on the endgame of teaching: student learning. Authors Connie M. Moss and Susan M. Brookhart present the proven practice of formative walkthroughs that ask and answer questions that are specific to what the student is learning and doing. Learn the value of having the observer examine the lesson from the student's point of view and seek evidence of seven key learning components: * A worthwhile lesson * A learning target * A performance of understanding * Look-fors, or success criteria * Formative feedback * Student self-assessment * Effective questioning Drawing upon their research and extensive work with K-12 teachers and administrators, Moss and Brookhart delve into the learning target theory of action that debuted in Learning Targets: Helping Students Aim for Understanding in Today's Lesson and show you how to develop a schoolwide collaborative culture that enhances the learning of teachers, administrators, coaches, and students. They present detailed examples of how formative walkthroughs work across grade levels and subject areas, and provide useful templates that administrators and coaches can use to get started now. Grounded in the beliefs that schools improve when educators improve and that the best evidence of improvement comes from what we see students doing to learn in every lesson, every day, Formative Classroom Walkthroughs offers a path to improvement that makes sense and makes a difference.

Anthology from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, grade: Post School, The University of Malaya (Faculty of Education), language: English, abstract: This book comprises five chapters. Every chapter focuses on a specific topic. Chapter one defines supervision and describes its classification in details with application. Different empirical studies , theories and models are analysed for clearer understanding on supervision. Chapter two has the details of contribution of supervision in educational sector especially in the areas teachers’ preparation to become a better classroom teacher. Chapter three portraits the scenario of supervisory practices in Malaysian schools in the areas of supervisory tasks, directive supervision, collaborative supervision, and non-directive supervision. Chapter four is the result of an inquiry in Malaysia to find the level of engagement of teachers in supervisory practices while Chapter five is the result of investigation of the impact of supervision on teacher development in Malaysian perspective. This book includes Malaysian cases to see to what extents supervisory theories link to practices.

The term 'formative assessment' refers to the use of frequent assessments of student progress in order to identify learning needs and help shape teaching in schools. This publication contains case studies of good practice in the use of formative assessment from secondary schools in Canada, Denmark, England, Finland, Italy, New Zealand, Australia and Scotland; as well as international literature reviews. Issues discussed include: the benefits in achievement gains, barriers to systematic use, policy frameworks and implications, and formative assessment in practice.

First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

High-quality preschool programs are essential to improving children’s outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom.

Bringing School Reform to Scale looks in detail at five school districts that have been honored in recent years by The Broad Foundation, whose annual award is granted "each year to the urban school districts that demonstrate the greatest overall performance and improvement in student achievement while reducing achievement gaps among poor and minority students." Heather Zavadsky examines five Broad Prize winners--Long Beach Unified School District, Garden Grove Unified School District, Norfolk Public Schools, Boston Public Schools, and Aldine Independent School District. As she notes, "the successes highlighted in this book do not represent one-year positive performance blips in these districts, and this book does not provide a list of 'best practice' silver bullets that sound effective but cannot be applied outside a unique context. Rather, the book describes the paths these districts have taken over years of intentional, sustained, patient focus on improving teaching and learning that fully aligns instructional practices across all organizational levels of a school system--something that can be done in any district given the right knowledge and tools." Bringing School Reform to Scale is a volume in the Educational Innovations series. "This book offers an unusually detailed look inside some of our best run school districts. Heather Zavadsky offers honest assessments, highlighting not only the inspiring successes, but also the many daunting challenges that remain. Very enlightening!" -- Ronald F. Ferguson, faculty cochair and director of the Achievement Gap Initiative, Harvard University "Bringing School Reform to Scale highlights the practices in five districts that won the prestigious Broad Prize--and shows how important fundamentals of good practices (including rigorous standards, aligned curriculum, and smart investments in human capital) can lead to great schools and successful districts." -- Mark Schneider, vice president, American Institutes for Research; former commissioner of the National Center for Education Statistics "The media are good at spotlighting random school successes, education reforms that subsequently seem to evaporate. Why is it so difficult to sustain and spread productive change from school system to school system? The answers to these questions are crucial, and Bringing School Reform to Scale is a powerful contribution to an accumulation of knowledge regarding these issues." -- James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Policy, Vanderbilt University "The analysis of the five high-performing districts points to practices, beliefs, systems, and structures that have led to dramatic turnarounds. The compilation of this work provides a road map toward scalable reform." -- William R. Hite, superintendent, Prince George's County Public Schools, Maryland Heather Zavadsky is director of policy and communications at the Institute for Public School Initiatives for the University of Texas system.