Type of Document Dissertation Author Payne, Elizabeth T URN etd-12112010-130928 Title Implementing Walkthroughs: One School's Journey Degree Doctor of Education Department Educational Leadership and Policy Studies Advisory Committee
Advisor Name Title Mallory, Walter D. Committee Chair Eller, John F. Committee Member Tripp, Norman Wayne Committee Member Twiford, Travis W. Committee Member Keywords
- classroom observation
- instructional supervision
Date of Defense 2010-11-30 Availability unrestricted AbstractImplementing Walkthroughs: One School’s Journey
Elizabeth T. Payne
In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers’ professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research.
This mixed methods case study describes one middle school’s journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.
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