Professional Documents
Culture Documents
The Connecticut Walkthrough Protocol Guide, which aligns to the Connecticut Curriculum Development Guide, is a tool to support Connecticut State Department of Education consultants and the states district and school personnel with school and classroom walkthroughs. Walkthroughs are a powerful tool to inform improvement planning, professional development needs, curriculum revision and instructional practice. Walkthroughs should not be viewed as an evaluative exercise. The one-page guide is designed so a person or team conducting the classroom or school walkthrough can perform it efficiently and effectively. A Walkthrough Protocol Bank of Professional Practice Indicators is provided so the appropriate professional practice indicators may be chosen, highlighted, copied and pasted into the Professional Practice Indicators column of the guide. The person or team conducting the walkthrough may want to participate in a calibration exercise with school and district colleagues to ensure a clear and consistent understanding about what the implementation of the Professional Practice Indicators looks like in schools and classrooms. Walkthroughs should be focused and brief, offer specific evidence of the observed professional practice indicator, and provide opportunity for teacher feedback, fostered by quick completion of the guide. The observed teacher should receive a copy within one day of completion so the teacher may review the feedback and make appropriate instructional changes. It is critically important that teachers are given the opportunity to meet and review the feedback, if requested, at a mutually agreed upon follow-up discussion date.
Health 10:15-10:25 a.m. Principal Patricia Sundefect Problem-based Learning Evidence of PPI Students are challenged to analyze the role/impact of the media and current culture on eating behaviors. Lesson objective and unit guiding questions are written on front board. Students analyze media on the Internet, in magazines, and in television and radio advertisements. Students, all with assigned responsibilities, work in groups of four.
Students are working with hands-on materials. Students are engaged in discourse with the teacher and their peers. Additional Comments
Barbara, effective use of embedding information and technology literacy into the lesson. May 21, 2008, 1:45-1:50 p.m.
Additional Comments