Conducting classroom dry runs is an excellent procedure for getting an overall idea of instruction in the school. Although naturally brief, these dry runs produce data patterns in terms of the different opportunities to meet the different interests and skills of the students, the types of work the students produce, levels of student engagement and instructional procedures that teachers use. These data patterns can be shared with the faculty to serve as a basis for discussion about how to increase student achievement and meet the needs of students.
An environment of resentment and suspicion can be created or a professional culture of continuous learning and development can be built by providing teachers with feedback and visiting classrooms. However, this will depend on the stand school administrators take. For example, feedback of school principals and administrators can increase teacher confidence and growth if they conduct classroom walkthroughs to find evidence and recognize attributes such as meaningful student learning and positive practices.
Runthroughs are utilized by school principals as well as administrators to recognize the good effort exerted by the teacher as well as invite them to a professional discussion. This is certainly an effective way for them to get data. Questions are one type of value-added feedback. For instance, school principals as well as administrators those teachers they observed if there are more methods or ways to make certain that students will become successful in content learning as well as application.
In any educational institution, there is surely room for improvement. The procedure is a proven way to provide aid to teachers and administrators to make their job better especially in the development of opportunities for the students.
On the other hand, the purpose of this procedure can be defeated if assumptions are made or tiny criticisms are paid with more attention without knowing more about the intentions of the teachers and how they gauge student success. The success of dry runs will greatly depend on the respect the administrators give to the teachers.
Unsafe situation in the study room is one matter that should be taken seriously. For instance, principals including school administrators may find a student casing learning distraction, putting others in danger, being set apart or excluded by the teacher from learning.
Situations like these should be corrected immediately. These situations should be corrected by intervening to stop the behavior that causes a problem and talking to the teacher right after the class to make sure that these practices are stopped. It is also important that a follow-up visit the following day is done to be assured that bad practices will not happen again in the long run.
The understanding of school leaders should be increased especially in terms of what is going on in the classroom. Being more reflective and supporting good practice are also important. The professional culture of the school can be improved by increasing the sense of common purpose and trust. These can only be achieved by getting and sharing dry run data in a way that a positive outcome can be accomplished.
An environment of resentment and suspicion can be created or a professional culture of continuous learning and development can be built by providing teachers with feedback and visiting classrooms. However, this will depend on the stand school administrators take. For example, feedback of school principals and administrators can increase teacher confidence and growth if they conduct classroom walkthroughs to find evidence and recognize attributes such as meaningful student learning and positive practices.
Runthroughs are utilized by school principals as well as administrators to recognize the good effort exerted by the teacher as well as invite them to a professional discussion. This is certainly an effective way for them to get data. Questions are one type of value-added feedback. For instance, school principals as well as administrators those teachers they observed if there are more methods or ways to make certain that students will become successful in content learning as well as application.
In any educational institution, there is surely room for improvement. The procedure is a proven way to provide aid to teachers and administrators to make their job better especially in the development of opportunities for the students.
On the other hand, the purpose of this procedure can be defeated if assumptions are made or tiny criticisms are paid with more attention without knowing more about the intentions of the teachers and how they gauge student success. The success of dry runs will greatly depend on the respect the administrators give to the teachers.
Unsafe situation in the study room is one matter that should be taken seriously. For instance, principals including school administrators may find a student casing learning distraction, putting others in danger, being set apart or excluded by the teacher from learning.
Situations like these should be corrected immediately. These situations should be corrected by intervening to stop the behavior that causes a problem and talking to the teacher right after the class to make sure that these practices are stopped. It is also important that a follow-up visit the following day is done to be assured that bad practices will not happen again in the long run.
The understanding of school leaders should be increased especially in terms of what is going on in the classroom. Being more reflective and supporting good practice are also important. The professional culture of the school can be improved by increasing the sense of common purpose and trust. These can only be achieved by getting and sharing dry run data in a way that a positive outcome can be accomplished.
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