'This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors. Districts across Texas are using the Downey Walk-Through to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning' - Susan P. Holley, Associate Executive Director, Texas Association of School Administrators
In 2004, The Three-Minute Classroom Walk-Through introduced educators to the Downey Walk-Through, a practical approach to coaching and supervision that is now widely accepted and used. Offering an expanded examination of the Downey Walk-Through, this sequel to the bestseller focuses on the second part of the walk-through-the reflective follow-up conversation-and clarifies many of the common misconceptions and misapplications of the approach.
The authors illustrate how leaders can use observations from the walk-through to engage in professional conversations and encourage teachers to reflect on and improve their practice. Offering extended examples, activities, and guidelines for changing schools one teacher at a time, this resource shows school leaders how to:
- Provide effective follow-up discourse without criticizing or demoralizing teachers
- Build collegial and respectful relationships with faculty members
- Help teachers see their power to become continuously improving professionals
- Foster a collaborative process between headteachers, teachers, and other instructional leaders.
Industry Reviews
"For the past decade, Carolyn Downey has paved the way for quality instructional leadership by framing the strategy of walk-throughs and follow-up conversations. Now Downey has taken the discussion one step further, taking a closer look at those reflective questions and conversations. In my school district of 70,000 students, walk-throughs and reflective questions are making a difference. School administrators are visible not only from a student behavior perspective, but also from a program/curriculum perspective. Reflective questions between the administrator and teacher set the stage for professional conversations. This is an important strategy for building professional learning communities in schools-and the students are the winners!" -- Jennifer Adams, Superintendent of Curriculum "The implementation of Carolyn Downey's walk-through observation techniques have been paramount to the success of administrators and students in the Shawnee Mission School District. The concept of administrators spending a portion of their day in classrooms and observing specific curriculum decisions along with instructional techniques and student behavior followed by reflective conversations has resulted in consistent, positive student achievement at all levels in the school district. Both teachers and administrators see the value of a cooperative effort to increase student achievement. I highly endorse Downey's walk-through process. It's a proven process that contributes to the positive relationship between teachers and administrators." -- Gene Johnson, Superintendent of Schools "This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors to enter into a relationship with teachers that is characterized by reflection, conversation, and collaboration. If you are ready to confront power and control issues on your campuses and embark on a journey of professionalizing the administrator/teacher connection for greater student success, then you have in this work a guide for enhanced respect, collegiality, and productivity all aimed at helping each of our students learn more and learn better. Districts across Texas are using the Downey walk-through approach to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning." -- Susan P. Holley, Associate Executive Director "This book builds upon the authors' earlier work , delving deeper into the follow-up of the walk through, reflective practice and collaboration. It is especially helpful for administrators who want to move their own professional development and that of their faculty from observation and evaluation to analysis and reflective inquiry." -- Elaine Giugliano
