The practice is mostly popular in schools considered as organized where the principals want to be more involved in the learning process. It is defined as the act of regularly paying visits to lecture halls by school principals in order to evaluate some outlined instructional practices or specific instructions. Classroom walkthroughs bring a lot of benefit not only to the teacher but the whole school at large.
Some of the tools found under this practice are clinical supervision, brief observation of classrooms by principals and communicating the feedback to the relevant persons or concerned persons. This tool is used to evaluate the performance of teachers during the teaching. The extent which a teacher requires assistance so as to improve their instruction delivery is actually questionable that is why, the practice is quite important.
The level of assistance that a teacher requires is actually not defined and so using this technique will basically cater for everything. As earlier mentioned the key role of walkthrough is basically not evaluating one instructional delivery but rather is to effectively sharpen the teachers professional skills. Once the skills are sharpened, these teachers find it easy to deliver instructions and start actually enjoying their work.
But the most essential part of instructional leadership is the interaction between the teachers and principal that arises as a result of the practice. Some scholars defines the exercise as a brief, non evaluative, non judgmental, structured observation done by supervisor or principal that is basically followed by brief conversation between the supervisor and the concerned teacher or lecturer about what the principal observed.
Many teachers actually do not approve of this method of evaluation since they feel as if they are being diminished or spied upon by their principals. School heads or leader usually work in an environment that is very stressing and if it is true that exercises relives stress, then such principals should be among those people considered healthy due to the walking they do around the school. This technique of walking through was borrowed from the work of famous author known as Carolyn Downey.
It is for this reason that the practice has been made non threatening, friendly and above all non evaluative. The principals or administrators generally get a chance to have a brief snapshot of what usually happens on the ground. When the school head has understood what the situation is like on the ground, then they can approach junior teachers and guide them on areas they feel they are not doing well or giving their best.
Not person should feel intimidated when being corrected or when being advised on the best ways to approach delivery of instructions. Not principal should use the process as the basis or ground to write a negative report about the teacher. The process should as well not be used as basis for firing people from their work.
Another important benefit of the process is the fact that it basically gets school heads closer to teachers and the distance between them is bleached. Once the distance is bleached, the teacher can openly talk to the principal concerning any matter teaching.
Some of the tools found under this practice are clinical supervision, brief observation of classrooms by principals and communicating the feedback to the relevant persons or concerned persons. This tool is used to evaluate the performance of teachers during the teaching. The extent which a teacher requires assistance so as to improve their instruction delivery is actually questionable that is why, the practice is quite important.
The level of assistance that a teacher requires is actually not defined and so using this technique will basically cater for everything. As earlier mentioned the key role of walkthrough is basically not evaluating one instructional delivery but rather is to effectively sharpen the teachers professional skills. Once the skills are sharpened, these teachers find it easy to deliver instructions and start actually enjoying their work.
But the most essential part of instructional leadership is the interaction between the teachers and principal that arises as a result of the practice. Some scholars defines the exercise as a brief, non evaluative, non judgmental, structured observation done by supervisor or principal that is basically followed by brief conversation between the supervisor and the concerned teacher or lecturer about what the principal observed.
Many teachers actually do not approve of this method of evaluation since they feel as if they are being diminished or spied upon by their principals. School heads or leader usually work in an environment that is very stressing and if it is true that exercises relives stress, then such principals should be among those people considered healthy due to the walking they do around the school. This technique of walking through was borrowed from the work of famous author known as Carolyn Downey.
It is for this reason that the practice has been made non threatening, friendly and above all non evaluative. The principals or administrators generally get a chance to have a brief snapshot of what usually happens on the ground. When the school head has understood what the situation is like on the ground, then they can approach junior teachers and guide them on areas they feel they are not doing well or giving their best.
Not person should feel intimidated when being corrected or when being advised on the best ways to approach delivery of instructions. Not principal should use the process as the basis or ground to write a negative report about the teacher. The process should as well not be used as basis for firing people from their work.
Another important benefit of the process is the fact that it basically gets school heads closer to teachers and the distance between them is bleached. Once the distance is bleached, the teacher can openly talk to the principal concerning any matter teaching.
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