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ERIC Number: ED556573
Record Type: Non-Journal
Publication Date: 2013
Pages: 140
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-0476-5
ISSN: N/A
Exploring Classroom Walkthroughs: A Case Study of School Leaders' Learning and Professional Growth
Rodrigue, Lorrie
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Connecticut's System for Educator Evaluation and Development (SEED) has required the practice of classroom observations to ensure school leaders regularly monitor instruction in their schools and districts. However, literature suggests the use of non-evaluative, less formal classroom observations may also provide school leaders' with opportunities for collaboration, capacity-building, and professional development. The purpose of this qualitative study was to explore the perceptions of school leaders regarding the use of a district classroom walkthrough model and the influence this practice had on their ability to develop a common understanding of teaching and learning, construct meaning from their experiences, and enhance their efficacy as leaders. A single-case study design was used to explore the walkthrough phenomenon from the perspective of 12 school leaders in Regional School District A (pseudonym), one of 19 regional districts in Connecticut (including two towns). Social Practice Theory provided a critical lens in which to view the walkthrough model, specifically how school leaders' practices of collaboration, observation, discourse, and reflection contributed to their knowledge and professional development as members of the district's leadership community. Data from interviews, field notes, and participant post-observation documents led to a deep understanding of classroom walkthroughs in shaping identity, shared language, knowledge, and leadership effectiveness. Findings from this case study indicated walkthroughs had a positive influence on school leaders' evolving identity and relationship with colleagues, professional knowledge of instruction, and self-efficacy. However, data revealed the current walkthrough model was less effective in helping participants develop deeper and more meaningful understandings around instructional practices and in advancing broader goals for school improvement. Recommendations from this study called for a focus on fewer problems of practice, an increase in the frequency of walkthroughs, and a district commitment to develop policies and protocols that would provide leaders with adequate time, resources, training, and support to develop and implement system-wide improvements as part of the walkthrough practice. Further, it was suggested the district include faculty and teacher leaders in discussions around effective instruction and use information from classroom walkthroughs in the development of more formalized plans for improving the quality of teaching and learning in the district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut