There is an aspect of clinical supervision associated with feedback and observation forms. They are considered effective tools for evaluating how a teacher performed. Their use in assisting the same teacher to improve on his performance is questionable. This has made classroom walkthroughs preferable. They are aimed at providing an opportunity for professional development.
Instructional leadership helps the student to achieve more beyond improving the processes of teaching and learning. Institutionalization of capacity building and structures make the school a conducive place for both teaching and learning. A collective plan is developed to identify challenges and provide solutions. Every stakeholder becomes a participant towards improving performance.
The multiple advantages of using a walkthrough include availing vital data that describes how an institution is handling its core functions of teaching and learning. The teacher and leadership at faculty level must be involved in this process. This helps to improve on results instead of focusing on the teacher.
An observer or observers visit classrooms to collect evidence of a predetermined practice. The aim of such observations is to assist a department or faculty in delivery of the curriculum. The duration varies on the length of the entire sessions. It may range between two minutes and up to forty five minutes.
A standard model was developed by Downey Carolyn in the early years of implementation. This model has been improved over time to reflect the diverse and unique needs in different situations. The feedback is given to the individual or a report presented to the department for plenary evaluation. The walkthroughs act as learning processes or tools.
The general aim of a walkthrough is to ensure that instructional and institutional practices are reinforced. It is an incredible and detailed source of data for institutions about practices and the learning process. The feedback received becomes an important talking point as stakeholders discuss teaching and learning processes.
The data collected can be used to relate practices in different institutions. This tool therefore serves as a correlation accessory for participants, both internally and externally to learn. The availability of continuous feedback offers an incredible learning opportunity. It deepens understanding among stakeholders in the processes and helps them to improve on delivery.
The main aim should be to focus on particular processes and practices as opposed to a teacher. The model developed by Downey was short and focused. It contained informal observations on the curriculum, occasional following and was used to enhance performance through a collaborative process.
The area of focus must be narrowed down for the observer since only specific practices are under evaluation. A similar sheet should be used in all sessions so that uniformity and discrepancies may be observed. Observers use a template referred to as Looks-fors. It gives the habits or practices under review.
It is possible to make observations from recorded material. This eliminates the need for a physical observer who is likely to influence a teacher to change normal behavior. This is a tool for strengthening the culture of the school through verified practices. Each institution is at liberty to modify its approach to suit particular needs.
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Improving Performance Using Classroom Walkthroughs
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