Overview: The Orange Public School District has been actively engaged in the utilization of the protocol for a considerable number of years. The process over time has taken on various “faces”, i.e. the CAPA review walk, the district review of programs, initiatives, and curriculum, and most recently the RAC walk-through protocol. The district has adopted and adapted variations of the protocol over time from the multiple changes of the State CAPA review, the RAC expansive review, iobservation (for a limited time) “Look Fors,” and most recently the introduction of the Teachscape Walk-through protocol. The protocols had similarities and differences, depth versus breadth, and various “time” requirements. However, all were meant to capture the active levels of teaching and learning. Each culminated with feedback with responses of reflective change (plans) as the outcome. These walk-throughs however were infrequent and in some cases provided snapshots that were unreliable due to variables i.e. “preparation for the event,” and changes of personnel to name a few. Upon reflective dialogue, review as a culminating process as well as the analysis of data from the walk-throughs there was reoccurring questions that continued to surface. Has there been direct correlation between the protocol and improvement in teacher practice? Has student achievement improved as a direct or indirect result of the employment of the protocol? Has curriculum, program, and/or state and district mandates been implemented at greater depth due to the informal inspection of the protocol? Has reflective feedback resulted in change or improvement of the teaching and learning? What reflective practice requirements were the teaching staffs responsible for? This document will hopefully address these questions as well as present a walk-through process that will meet the needs of the Orange Public School. This document will be comprised of a
Area 8: Technology Integration Technology Technology Integration Assessment Rubric Criteria 4 3 2 1 Curriculum Goals & Technologies (Curriculum-based technology use) Technologies selected for use in the instructional plan are strongly aligned with one or more curriculum goals. Technologies selected for use in the instructional plan are aligned with one or more curriculum goals. Technologies selected for use in the instructional plan are partially aligned with one or more curriculum goals. Technologies selected for use in the instructional plan are not aligned with any curriculum goals. Instructional Strategies & Technologies (Using technology in teaching/ learning) Technology use optimally supports instructional strategies. Technology use supports instructional strategies . Technology use minimally supports instructional strategies. Technology use does not support instructional strategies.
Technology Selection(s) (Compatibility with curriculum goals & instructional strategies) Technology selection(s) are exemplary, given curriculum goal(s) and instructional strategies. Technology selection(s) are appropriate but not exemplary, given curriculum goal(s) and instructional strategies. Technology selection(s) are marginally appropriate, given curriculum goal(s) and instructional strategies. Technology selection(s) are inappropriate, given curriculum goal(s) and instruction al strategies. "Fit" (Content, pedagogy and technology together) Content, instructional strategies and technology fit together strongly within the instructional plan. Content, instructional strategies and technology fit together within the instructional plan. Content, instructional strategies and technology fit together somewhat within the instructional plan. Content, instructional strategies and technology do not fit together within the instructional plan. Area 9: Student Interviews How do you know the expectations for learning and performing? How can you use what you are learning when you aren’t at school? What is your grade in this subject and why? How does the teacher contribute to your learning?
Reliable data comes from conducting frequent walkthroughs and observations, which can be difficult to track. Teachscape Reflect makes it easy for principals and administrators to see whether they are on pace and which observers or schools may need additional support to complete walkthroughs and observations. Reports rich in graphics are easy to run and easy to export to Microsoft Excel or Adobe PDF, so principals and district administrators can use them for meetings and professional conversations.
SELF-REFLECTION: Special Education Supervisor WALK-THROUGH Template Date: ____________________ Time: ________________________ Teacher Name: ________________ Subject Area: _______________ School: __________________ Principal: ______________________ Grade: __________________ Program: _____________________