Implementing Walkthroughs: One School's Journey

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dc.contributor.authorPayne, Elizabeth T.en
dc.contributor.committeechairMallory, Walter D.en
dc.contributor.committeememberEller, John F.en
dc.contributor.committeememberTripp, Norman Wayneen
dc.contributor.committeememberTwiford, Travis W.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:20:10Zen
dc.date.adate2011-01-20en
dc.date.available2014-03-14T20:20:10Zen
dc.date.issued2010-11-30en
dc.date.rdate2011-01-20en
dc.date.sdate2010-12-11en
dc.description.abstractIn 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 teachers' 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 school'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
dc.description.degreeEd. D.en
dc.identifier.otheretd-12112010-130928en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12112010-130928/en
dc.identifier.urihttp://hdl.handle.net/10919/30049en
dc.publisherVirginia Techen
dc.relation.haspartPayne_ET_D_2010_VTIRBApproval.pdfen
dc.relation.haspartPayne_ET_D_2010.pdfen
dc.relation.haspartPayne_ET_D_2010_Copyright.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectclassroom observationen
dc.subjectinstructional supervisionen
dc.subjectwalkthroughen
dc.titleImplementing Walkthroughs: One School's Journeyen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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