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ERIC Number: EJ904686
Record Type: Journal
Publication Date: 2010-Nov
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6439
Learning-Walk Continuum
Finch, Peter Dallas
School Administrator, v67 n10 p16-22 Nov 2010
The continuum of learning walks can be viewed in stages with various dimensions including frequency, participants, purpose and the presence of an instructional framework within which the instructional practice is viewed. Steps in the continuum progress as the learning walks are conducted more frequently. One way to ensure this is accomplished is for the administrator to schedule the learning walk into the workday as if the walk were an essential appointment. Administrative team walks provide the opportunity to develop a common vision for instructional practice and the knowledge and skills needed to improve the instructional core. The addition of teachers to the practice enables greater collaboration between teachers and administrators and builds a culture that values continuous improvement. While some superintendents may be wary about placing such emphasis on getting administrators into the classroom, the author believes that the greatest impact they can make to improve student learning is to support improvements in instructional practice. This article describes how a school district moves from a simplistic checklist to meaningful dialogue about the qualities observed in an effective classroom.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A