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ERIC Number: EJ1015491
Record Type: Journal
Publication Date: 2013-Apr
Pages: 4
Abstractor: As Provided
ISSN: ISSN-0013-1784
A New View of Walk-Throughs
Moss, Connie M.; Brookhart, Susan M.
Educational Leadership, v70 n7 p42-45 Apr 2013
Traditionally, principals have used walk-throughs to determine whether teachers are implementing strategies that the principal believes define good teaching. In this model, the principal is the expert, and the teacher is the learner. Connie M. Moss and Susan M. Brookhart believe that this approach can cause the principal to disregard the classroom context and focus on actions that may or may not improve student learning. Instead, they suggest that principals conduct "formative walk-throughs" in which they attempt to see lessons from the students' perspective. Principals who ask themselves what a student will take away from a lesson develop a better understanding of effective teaching and learning. When principals see themselves as learners and walk-throughs as an opportunity for learning, they create an environment of trust in which professional conversations are more beneficial for everyone in the school.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A