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dc.contributor.authorPayne, Elizabeth T.en_US
dc.date.accessioned2014-03-14T20:20:10Z
dc.date.available2014-03-14T20:20:10Z
dc.date.issued2010-11-30en_US
dc.identifier.otheretd-12112010-130928en_US
dc.identifier.urihttp://hdl.handle.net/10919/30049
dc.description.abstractImplementing Walkthroughs: One Schoolâ s Journey Elizabeth T. Payne ABSTRACT In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachersâ professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle schoolâ s journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartPayne_ET_D_2010_VTIRBApproval.pdfen_US
dc.relation.haspartPayne_ET_D_2010.pdfen_US
dc.relation.haspartPayne_ET_D_2010_Copyright.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectclassroom observationen_US
dc.subjectinstructional supervisionen_US
dc.subjectwalkthroughen_US
dc.titleImplementing Walkthroughs: One School's Journeyen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairMallory, Walter D.en_US
dc.contributor.committeememberEller, John F.en_US
dc.contributor.committeememberTripp, Norman Wayneen_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12112010-130928/en_US
dc.date.sdate2010-12-11en_US
dc.date.rdate2011-01-20
dc.date.adate2011-01-20en_US


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