Advancing the three-minute walk-through: mastering reflective practice
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Thousand Oaks, Calif.
Corwin
2010
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXV, 213 S. |
| ISBN: | 9781412964579 |
Staff View
MARC
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| 245 | 1 | 0 | |a Advancing the three-minute walk-through |b mastering reflective practice |c Carolyn J. Downey ... [et al.] |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2010 | |
| 300 | |a XXV, 213 S. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a School supervision | |
| 650 | 4 | |a Teacher-principal relationships | |
| 650 | 4 | |a Observation (Educational method) | |
| 650 | 4 | |a Reflection (Philosophy) | |
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Record in the Search Index
| _version_ | 1804141003853004800 |
|---|---|
| adam_text | CONTENTS ABOUT THE AUTHORS XI DEDICATION XIII PREFACE XV THE DOWNEY
REFLECTIVE CONVERSATION AND CHANGING SYSTEM TEXTUAL ARCHITECTURE XV THE
IMITATORS DON T GET IT (AR DON T WANT IT) XV CONSIDERING THE GHOSTS IN
THE CLOSET XVII HEGEMONY AND CONFLICT REGARDING SUPERVISION AND
EVALUATION IN SCHOOLS XVII EXAMINING THE CLASSROOM WALK-THROUGH WITH
REFLECTIVE INQUIRY AS A DISCURSIVE PRACTICE XVIII UNDERSTANDING THE
THREE STAGES OF TRANSFORMATION WITH THE DOWNEY APPROACH XIX EXAMINING
THE TEXT ANALYSIS OF THE THREE TRANSFORMATIONAL STAGES XXIII 1. BUILDING
ON THE PHILOSOPHICAL FRAMEWORK OF THE THREE-MINUTE WALK-THROUGH FOR
REFLECTIVE INQUIRY 1 DETERMINING YOUR VALUES AND BELIEFS REGARDING HUMAN
BEHAVIOR AND MOTIVATION AND HOW THESE INFLUENCE YOUR SUPERVISION
APPROACH 2 USING A TRADITIONAL SUPERVISOR PROCESS OFTEN LACKS IN
EFFECTIVENESS 2 KNOWING HOW YOUR BELIEFS REGARDING THE HUMAN NATURE OF
PEOPLE IMPACTS YOUR MOTIVATIONAL STRATEGIES 3 USING VARIOUS TYPES OF
INTERACTIONS CONGRUENT WITH A THEORY Y PHILOSOPHICAL APPROACH 5 BUILDING
STAFF CAPACITY AS A WAY OF IMPROVING ONE S PRACTICE 6 POSING QUESTIONS
FOR REFLECTIVE INQUIRY AS THE WAY TO MOTIVATE GROWTH RATHER THAN USING
FEEDBACK 8 USING DIALOGUE NOT FEEDBACK AS A MOTIVATOR 10 BEING
REFLECTIVE ON CHAPTER CONTENT 11 2. CONSIDERING THE VARIOUS APPROACHES
TO CLASSROOM OBSERVATIONS 13 DISTINGUISHING AMONG INFORMAL
WALK-THROUGHS, SHORT CLASSROOM OBSERVATIONS IN WHICH FORMAL DATA ARE
COLLECTED, AND PRINCIPAL-SUPERVISOR GROUP LEARNING WALKS 15 IDENTIFYING
THE COMPONENTS WITHIN THE CLASSROOM OBSERVATIONS TO DETERMINE WHICH TYPE
OF OBSERVATION TO USE: PURPOSE, PRIMARY LEAMER, WHO CONDUCTS THE
OBSERVATION, OBSERVATION LENS, AND DATA COLLECTED 16 COMPARING THE
VARIOUS APPROACHES USING THE COMPONENTS 18 CLARIFYING THE MEANING OF
WALK- THROUGH 18 BEING REFLECTIVE ON CHAPTER CONTENT 24 3. CLARIFYING
THE MISAPPLICATIONS IN USING THE DOWNEY WALK-THROUGH FIVE-STEP CLASSROOM
OBSERVATION STRUCTURE 27 CLARIFYING THE FIVE-STEP OBSERVATION STRUCTURE
APPROACH 28 USING STEPS 1 AND 5 29 FOCUSING ON CURRICULAR AND
INSTRUCTIONAL ACTIONS: STEPS 2 AND 3 30 LOOKING FOR OTHER CURRICULAR AND
INSTRUCTIONAL PRACTICES: STEP 4 31 USING A NONJUDGMENTAL LENS: NO
CHECKLISTS, PLEASE 32 STAYING IN THE ROOM FOR A SHORT TIME 33 GATHERING
INFORMATION ON THE TAUGHT OBJECTIVE: CONTENT, CONTEXT, AND COGNITIVE
TYPE: PART I OF STEP 2 34 ANALYZING THE CURRICULUM CONTENT: THE FIRST
C OF STEP 2 34 ANALYZING THE CONTEXT OF THE OBJECTIVE: THE SECOND C
OF STEP 2 36 ANALYZING COGNITION TYPE: THE THIRD C OF STEP 2 37
EXAMINING CONGRUENCE OF THE TEACHER S INTENDED OBJECTIVE WITH ACTUAL
TAUGHT OBJECTIVE: PART II OF STEP 2 40 CALIBRATING THE TAUGHT CURRICULUM
WITH THE EXPECTED CURRICULUM: PART III OF STEP 2 41 GATHERING DATA ON
INSTRUCTIONAL PRACTICES: MORE ON STEP 3 42 DETERMINING WHEN TO AND WHEN
NOT TO INTERACT WITH OTHERS DURING THE OBSERVATION 43 BEING REFLECTIVE
ON CHAPTER CONTENT 43 4. CREATING A CULTURE OF REFLECTION THROUGH THE
USE OF WALK-THROUGHS AND REFLECTIVE DIALOGUE 45 CREATING A CULTURE OF
REFLECTIVE INQUIRY 46 PROVIDING OPPORTUNITIES FUER REFLECTIVE DIALOGUE 49
USING THE POSITIVE PRESUPPOSITIONAL PHRASES IN THE DOWNEY
REFLECTIVEQUESTION 51 USING REFLECTION FOR ACTION-TYPE QUESTIONS 52
KNOWING THE ATTRIBUTES OF THE DOWNEY REFLECTIVE QUESTION 54 USING THE
FIVE COMPONENTS OF THE REFLECTIVE QUESTION 55 CLARIFYING THE TEACHING
PRACTICE: SECOND POSITIVE PRESUPPOSITIONAL PHRASE OF THE REFLECTIVE
QUESTION 56 STATING THE OTHER POSITIVE PHRASES OF A REFLECTIVE QUESTION
60 FOCUSING ON CRITERIA USED IN MAKING DECISIONS RATHER THAN A VARIETY
OF STRATEGIES 63 EXPANDING TEACHERS COMFORT ZONES 64 USING FIVE LEVELS
OF REFLECTIVE QUESTIONS 65 CONDUCTING A REFLECTIVE DIALOGUE TO LEAD TO
COLLABORATIVE LEAMING 67 USING THE REFLECTIVECONVERSATION TO PROVIDE FOR
CREATIVITY AND CHALLENGING OF THE STATUS QUO 73 BEING REFLECTIVEON
CHAPTER CONTENT 77 5. MOVING PEOPLE TOWARD REFLECTION 79 PROVIDING A
FOUNDATION FOR MEANINGFUL REFLECTIVE PRACTICE 79 PROMOTING
REFLECTIVETHOUGHT AND TRANSFORMATIVE LEAMING 80 MOVING TOWARD
INTERACTIVE CONVERSATIONS 81 INCORPORATING THE LIFE CYDE MODEL 82 USING
DIRECT CONVERSATIONS: WHAT THE PRINCIPAL MIGHT SAY 83 USING INDIRECT,
INTERDEPENDENT INVITATION TO REFLECTION 102 USING
COLLABORATIVE-INTERDEPENDENT CONVERSATIONS 105 BEING REFLECTIVE ON
CHAPTER CONTENT 115 6. ADAPTING THE WALK-THROUGH AND REFLECTIVE
CONVERSATION FOR OTHER POSITIONS 117 ENGAGING IN REFLECTIVE INQUIRY WITH
SCHOOL COUNSELORS 118 ENGAGING IN REFLECTIVE INQUIRY WITH
SPEECH-LANGUAGE PATHOLOGISTS 125 ENGAGING IN REFLECTIVEINQUIRY WITH
SCHOOL NURSES 128 ENGAGING IN REFLECTIVE INQUIRY WITH SCHOOL FINANCE
OFFICERS 131 ENGAGING IN REFLECTIVE INQUIRY WITH MEDIA COORDINATORS 133
ENGAGING IN REFLECTIVE INQUIRY WITH CHIEF NUTRITION DIRECTORS 135
THINKING ABOUT ALL POSITIONS FOR REFLECTIVE INQUIRY 137 BEING REFLECTIVE
ON CHAPTER CONTENT 138 7. ADAPTING THE WALK-THROUGH AND REFLECTIVE
CONVERSATION APPROACH FOR PEER COACHING AND MENTORING 139 VALUING THE
DOWNEY MODEL FOR PEER COACHING AND MODELING 140 LISTENING TO AN EXAMPLE
DIALOGUE BETWEEN PEERS USING THE DOWNEY APPROACH 143 IMPLEMENTING THE
PEER WALK-THROUGH WITH REFLECTIVE INQUIRY APPROACH 146 SETTING UP THE
PROGRAM 147 IMPLEMENTING THE PEER COACHING APPROACH 148 USING A PEER
PROTOCOL FOR THE WALK-THROUGH AND REFLECTIVE INQUIRY 148 PEER TEACHERS
INFORMAL CLASSROOM WALK-THROUGHS WITH REFLECTIVE DIALOGUE PROTOCOL 148
BEING REFLECTIVE ON CHAPTER CONTENT 153 8. AUTHENTICATING THE
THREE-MINUTE WALK-THROUGH AND REFLECTIVE INQUIRY AND PRACTICE WITH
RECENT AND LEGITIMATE RESEARCH 155 PROVIDING BASIC FOUNDATIONAL RESEARCH
ON WALK-THROUGH PRACTICES 156 CONSIDERING THE LIMITATIONS OF USING
EXTEMAL FEEDBACK 158 VALUING SUPERVISOR VISIBILITY AND INSTRUCTIONAL
IMPROVEMENT 159 UNDERSTANDING THE POWER OF REFLECTIVE PRACTICE AND
PROFESSIONAL GROWTH 161 CONSIDERING REFLECTIVE PRACTICE AND EXPERIENCE
162 BEING REFLECTIVE ON CHAPTER CONTENT 163 9. USING THE WALK-THROUGH
AND REFLECTIVE DIALOGUE TO CREATE PROFESSIONAL LEAMING COMMUNITIES 165
USING THE DOWNEY MODEL OF REFLECTIVE PRACTICE IN PROFESSIONAL LEAMING
COMMUNITIES 168 UNDERSTANDING THE LEADERSHIP RESPONSIBILITIES AND
REQUIREMENTS IN THE PROFESSIONAL LEAMING COMMUNITY 169 BUILDING CAPACITY
FOR PROFESSIONAL LEAMING COMMUNITIES TO DEVELOP REFLECTIVE QUESTIONS AND
CARRY OUT REFLECTIVE CONVERSATIONS 172 CONSIDERING THE IMPLICATIONS FOR
SCHOOL LEADERS 173 CONSTRUCTING A LEAMING ORGANIZATION: A SUMMARY 175
BEING REFLECTIVE ON CHAPTER CONTENT 175 10. INSTITUTIONALIZING THE
THREE-MINUTE WALK-THROUGH AND REFLECTIVE INQUIRY 177 UNDERSTANDING THE
PREREQUISITES IN TERMS OF CURRICULUM 179 ALIGNING THE CURRICULUM:
CURRICULUM, CONTEXT, AND COGNITION 179 USING A MASTERY LEARNING APPROACH
181 CONSIDERING THE PREREQUISITES IN TERMS OF CULTURE 182 HAVING HIGH
EXPECTATIONS FOR STUDENTS 182 VIEWING THE PRINCIPAL AS LEARNING LEADER
183 CONSIDERATIONS FOR SUCCESSFUL FULL-SCALE IMPLEMENTATION OF THE MODEL
184 ESTABLISHING SYSTEM COMMITMENT TO THE IMPLEMENTATION 185 PAYING
ATTENTION TO ROLLOUT PHASES 185 PLANNING FOR INITIAL TRAINING,
RETRAINING, AND COACHING 187 PROVIDING ONGOING INVOLVEMENT OF CENTRAL
OFFICE 188 ACCULTURATING NEW HIRES IN BOTH SELECTION AND TRAINING 189
ENSURING CONGRUENCE AMONG JOB DESCRIPTIONS, BOARD POLICY,AND THE FORMAL
EVALUATION PROCEDURES 191 PLANNING FUER FORMATIVE AND SUMMATIVE
EVALUATION 192 DEVELOPING ACTION RESEARCH PROJECTS 194 USING A TEACHER S
PROFESSIONAL IMPROVEMENT PLAN 195 COMMUNICATING WITH STAFF 196
UNDERSTANDING THE CHARACTERISTICS OF SUCCESSFUL DISTRICT IMPLEMENTATION
197 BEING REFLECTIVEON CHAPTER CONTENT 198 REFERENCES 199 INDEX 209
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| spelling | Advancing the three-minute walk-through mastering reflective practice Carolyn J. Downey ... [et al.] Thousand Oaks, Calif. Corwin 2010 XXV, 213 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index School supervision Teacher-principal relationships Observation (Educational method) Reflection (Philosophy) Lehrerkollegium (DE-588)4074107-2 gnd rswk-swf Schulleitung (DE-588)4053524-1 gnd rswk-swf Schulleitung (DE-588)4053524-1 s Lehrerkollegium (DE-588)4074107-2 s DE-604 Downey, Carolyn J. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018874846&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4074107-2 (DE-588)4053524-1 |
| title | Advancing the three-minute walk-through mastering reflective practice |
| title_auth | Advancing the three-minute walk-through mastering reflective practice |
| title_exact_search | Advancing the three-minute walk-through mastering reflective practice |
| title_full | Advancing the three-minute walk-through mastering reflective practice Carolyn J. Downey ... [et al.] |
| title_fullStr | Advancing the three-minute walk-through mastering reflective practice Carolyn J. Downey ... [et al.] |
| title_full_unstemmed | Advancing the three-minute walk-through mastering reflective practice Carolyn J. Downey ... [et al.] |
| title_short | Advancing the three-minute walk-through |
| title_sort | advancing the three minute walk through mastering reflective practice |
| title_sub | mastering reflective practice |
| topic | School supervision Teacher-principal relationships Observation (Educational method) Reflection (Philosophy) Lehrerkollegium (DE-588)4074107-2 gnd Schulleitung (DE-588)4053524-1 gnd |
| topic_facet | School supervision Teacher-principal relationships Observation (Educational method) Reflection (Philosophy) Lehrerkollegium Schulleitung |
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