The Three-Minute Classroom Walk-Through (Multimedia Kit): A Multimedia Kit for Professional Development

The Three-Minute Classroom Walk-Through (Multimedia Kit): A Multimedia Kit for Professional Development

By: Fenwick W. English (author), Carolyn J. Downey (author), Betty E. Steffy (author), William K. Poston (author), Larry E. Frase (author)Mixed Media

1 - 2 weeks availability

Description

Based on the best-selling book The Three-Minute Classroom Walkthrough, the authors have developed a 90+ minute video component that features original footage of the authors' walk-though process in real schools with real administrators walking through the process. The video content guides viewers through the development of the theory - from Bloom, to Madeline Hunter, to Art Costa, to Stephen Covey, and finally to the authors' synthesis of the walk-through model. Also included in the video content are helpful graphic organizers that help staff developers and viewers transition from content, to reflection, to discussion. Video content is available in DVD and VHS and the Kit includes: the book, a DVD, a VHS, and a Facilitator's Guide to link the video content to the core book.

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About Author

Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University. Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh. Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership. Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his EdD at Arizona State University. Learn more about William Poston's PD offerings William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy-the licensure program for school business managers in Iowa-for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.

Contents

Preface Dedication About the Author of the Faciliator's Guide and Video/DVD About the Authors of the Book Introduction How to Use This Guide How to Use the Video/DVD Addtional Resources for Facilitator's Chapter-by-Chapter Study Guide for The Three-Minute Classroom Walk-Through Welcome and Seminar Series Starter Opening Activity SS.1: Welcome and Beginnings Mini-Lecture Activity SS.2: Goals of Seminar Series and Approach Discussion Activity SS.3: Overview Reading and Discussion Activity SS.4: Book Preface Discussion Activity SS.5: Expectations Handouts for Series Starter Chapter 1 Understanding the Rationale Underlying the Walk-Through and Reflective Approach Overview Mini-Lecture 1.1: Chapter 1 Overview Discussion Starter Activity 1.2: Type of Walk-Through and Follow-Up Reading and Journal Exercise Activity 1.3: What is the Downey Walk-Through? Video/DVD Clip and Discussion Activity 1.4: Role of the Supervisor Video/DVD Clip, Journal Exercise, and Discussion Activity 1.5: History and Influences Practical Applications Exercise 1.6: Preparing Staff for a Different Approach to Supervision Closure Activities 1.7: Plus/Delta and Reflection Handouts for Chapter 1 Chapter 2 Conducting the Walk-Through Observation: A Five-Step Process Overview Mini-Lecture 2.1: Chapter 2 Overview Video/DVD Clip, Discussion, and Journal Exercise 2.2: Why Do Walk-Throughs? Video/DVD Clip and Discussion Activity 2.3: The Five-Step Observation Structure Book Reading, Journal Exercise, and Discussion Activity 2.4: Language Arts Practice Video/DVD Clip and Discussion Activity 2.5: The Five-Step Observation Structure Continued Book Reading, Journal Exercise, and Discussion Activity 2.6: The Five-Step Observation Structure Video/DVD Clip and Discussion Activity 2.7: Demonstration of the Five-Step Observation Structure Book Reading, Journal Exercise, and Discussion Activity 2.8: Mathematics Practice Video/DVD Clip and Discussion Activity 2.9: Demonstration of the Five-Step Observation Structure: Ms. Ashley's Classroom Practical Appication Exercise 2.10: Preparing Staff for Why Walk-Throughs Are of Value Practical Application Exercise 2.11: Practicing the Five-Step Observation Structure With Peers Practical Application Exercsie 2.12: Conducting a One or Two Practicum of the Five-Step Observation Structure With a Licensed CMSi Trainer Closure Activities 2.13: Plus/Delta and Reflection Handouts for Chapter 2 Chapter 3 Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation Overview Mini-Lecture, Video/DVD Clips, and Discussion Activity 3.1: Chapter 3 Overview and Value of Reflective Practice Book Reading, Journal Exercise, and Discussion Actovity 3.2: The First Two Types of Follow-up Approaches Video/DVD Clip, Book Reading, Discussion, and Practice Activity 3.3: THe Five Positive Presupposition Phrases of the Reflective Question Video/DVD Clips, Book Readings, Journal Exercise, and Discussion Activity 3.4: The Reflective Conversation Video/DVD Clip and Discussion Activity 3.5: Demonstration of the Five-Step Observation Structure and Planning an Area for Reflection Video/DVD Clip and Discussion Activity 3.6: Demonstration of Reflective Conversation Discussion and Practice Activity 3.7: Practicing the Reflective Conversation Practical Application Exercise 3.8: Implementing a Staff Orientation Session to Reflective Conversations Practical Application Exercise 3.9: Using a Reflective Question in a Staff Meeting Practical Application Exercise 3.10: Practice the Reflective Question and Conversation With Two Staff Members Practical Application Exercise 3.11: Conducting a One or Two Practicum of the Five-Step Observation Structure With the Reflective Question/Conversation With a Licensed CMSi Trainer Closure Activities 3.12: Plus Delta and Reflection Handouts for Chapter 3 Chapter 4 Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-Through Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 4.1: Chapter 4 Overview and Reflective Question Selection Criteria Book Reading, Journal Exercise, and Discussion Activity 4.2: Constructing a Taxonomy of Reflective Questions and Their Use Practical Application Exercise 4.3: Indentifying With Staff Criteria that They Would Like Considered When a Reflective Question is Presented to Them for Possible Consideration Practical Application Exercise 4.4: Outlining Five Leves of Reflective Questions Around a Teaching Practice Practical Application Exercise 4.5: Conducting Two-Day Advanced Walk-Through Training With a Licensed CMSi Trainer Practice the Five Levels of Reflective Questions Closure Activities 4.6: Plus/Delta and Reflection Handouts for Chapter 4 Chapter 5 Establishing Logistical Procedures for Implementing the Walk-Through Process Overview Mini-Lecture Activity 5.1: Chapter 5 Overview Reading Jigsaw Activity 5.2: Chapter 5 Reading Jigsaw Video/DVD Clip and Informal Reflection Activity 5.3: Preparing Staff to Implement the Downey Walk-Through Model Practical Application Exercise 5.4: Preparing and Implementing a Staff Presentation on Logistics for Implementing the Downey Walk-Through With Reflective Conversation Approach Closure Activities 5.5: Plus/Delta and Reflection Handouts for Chapter 5 Chapter 6 Cultivating the Culture Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 6.1: Chapter 6 Overview and Changing School Culture Book Reading and Discussion Activity 6.2: Reading of Chapter 6 and Informal Dialogue Closure Activities 6.3: Plus/Delta and Reflection Handouts for Chapter 6 Chapter 7 Using the Walk-Through Process to Promote a Collaborative, Reflective Culture Overview Mini-Lecture, Video/DVD Clip, and Discussion Activity 7.1: Chapter 7 Overview and Shifting the Paradigm Book Reading and Discussion Activity 7.2: Reading of Chapter 7 and Informal Dialogue Closure Activities 7.3: Plus/Delta and Reflection Handouts for Chapter 7 Chapter 8 Determining Whether Walk-Throughs are the Right Stuff Overview Mini-Lecture and Discussion Activity 8.1: Chapter 8 Overview Book Reading, Journal Exercise, and Discussion Activity 8.2: Reading and Response Closure Activities 8.3: Plus/Delta and Reflection Handouts for Chapter 8 Chapter 9 Understanding the Walk-Through as a Discursive Practice Overview Mini-Lecture and Discussion Actvity 9.1: Chapter 9 Overview Book Reading, Journal Exercise, and Discussion Activity 9.2: The Supervisory Paradigm Closure Activities 9.3: Plus/Delta and Reflection Handouts for Chapter 9 Chapter 10 Linking the Walk-Through Process to a Model of Teacher Growth Overview Mini-Lecture, Video/DVD Cliip, and Discussion Activity 10.1: Chapter 10 Overview Book Reading, Journal Exercise, and Discussion Activity 10.2: The Life-Cycle of a Teacher Closure Activities 10.3: Plus/Delta and Reflection Handouts for Chapter 10 Ways to Organize the Seminars Sample Agendas Seminar Series Evaluation Sample

Product Details

  • publication date: 05/12/2006
  • ISBN13: 9781412925891
  • Format: Mixed Media
  • Number Of Pages: 160
  • ID: 9781412925891
  • weight: 1724
  • ISBN10: 1412925894

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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