Advancing the Three-Minute Walk-Through: Mastering Reflective Practice

Abstract

About the Authors Dedication Preface Considering the Ghosts in the Closet: Hegemony and Conflict Regarding Supervision and Evaluation in Schools Examining the Classroom With Reflective Inquiry as a Discursive Practice Understanding the Three Stages of Transformation With the Downey Approach Examining the Text Analysis of the Three Transformational Stages 1. Building on the Philosophical Framework of the Three-Minute for Reflective Inquiry Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach Building Staff Capacity as a Way of Improving One's Practice Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback Being Reflective on Chapter Content 2. Considering the Various Approaches to Classroom Observations Distinguishing Between Informal Walk-Throughs, Short Classroom Observations in Which Formal Data is Collected, and Principal-Supervisor Group Learning Walks Identifying the Components Within the Classroom Observations to Determine Which Type of Observation to Use - Purpose, Primary Learner, Who Conducts the Observation, Observation Lens, Data Collected - if Such Comparing the Various Approaches Using the Components Clarifying the Meaning of Walk-Through Being Reflective on Chapter Content 3. Clarifying the Misapplications in Using the Downey Five-Step Classroom Observation Structure Clarifying the Five-Step Observation Structure Approach Gathering Information on the Taught Objective: Content, Context, and Cognitive Type - Part I of Step Two Analyzing the Curriculum Content - The First C of Step Two Analyzing the Context of the Objective - The Second C of Step Two Analyzing Cognition Type - The Third C of Step Two Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective - Part Two of Step Two Calibrating the Taught Curriculum With the Expected Curriculum - Part Three of Step Two Gathering Data on Instructional Practices - More on Step Three Determingin When to and When Not to Interact With Others During the Observation Being Reflective on Chapter Content 4. Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue Creating a Culture of Reflective Inquiry Providing Opportunities for Reflective Dialogue Using the Positive Presuppositional Phrases in the Downey Reflective Question Expanding Teachers Outside Their Comfort Zone Conducting a Reflective Dialogue to Lead to Collaborative Learning Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo Being Reflective on Chapter Content 5. Moving People Toward Reflection Providing a Foundation for Meaningful Reflective Practice Promoting Reflective Thought and Transformative Learning Moving Toward Interactive Conversations Incorporating the Life Cycle Model Using Direct Conversations: What the Principal Might Say Using Indirect, Interdependent Invitation to Reflection Using Collaborative-Interdependent Conversations Being Reflective on Chapter Content 6. Adapting the and Reflective Conversation for Other Positions Engaging in Reflective Inquiry With School Counselors Engaging in Reflective Inquiry With Speech Language Pathologists Engaging in Reflective Inquiry With School Nurses Engaging in Reflective Inquiry With School Finance Officers Engaging in Reflective Inquiry With Media Coordinators Engaging in Reflective Inquiry With Chief Nutrition Directors Thinking About All Positions for Reflective Inquiry Being Reflective on Chapter Content 7. Adapting the and Reflective Conversation Approach for Peer Coaching and Mentoring Valuing the Downey Model for Peer Coaching and Modeling Listening to a Sample Dialogue Between Peers Using the Downey Approach Implementing the Peer With Reflective Inquiry Approach Using a Peer Protocol for the and Reflective Inquiry Being Reflective on Chapter Content 8. Authenticating the Three-Minute and Reflective Inquiry and Practice With Recent and Legitimate Research Providing Basic Foundational Research on Practices Considering the Limitations of Using External Feedback Valuing Supervisor Visibility and Instructional Improvement Understanding the Power of Reflective Practice and Professional Growth Considering Reflective Practice and Experience Being Reflective on Chapter Content 9. Using the and Reflective Dialogue to Create Professional Learning Communities Using the Downey Model of Reflective Practice in Professional Learning Communities Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations Considering the Implications for School Leaders Constructing a Learning Organization: A Summary Being Reflective on Chapter Content 10. Institutionalizing the Three-Minute and Reflective Inquiry Understanding the Prerequisites in Terms of Curriculum Considering the Prerequisites in Terms of Culture Considerations for Successful Full-Scale Implementation of the Model Being Reflective on Chapter Content References Index