Using Teacher Learning Walks to Build Capacity in a Rural Elementary School: Repurposing a Supervisory Tool

Autor/inn/en	Allen, Ann Sundstrom; Topolka-Jorissen, Kathleen
Titel	Using Teacher Learning Walks to Build Capacity in a Rural Elementary School: Repurposing a Supervisory Tool
Quelle	In: Professional Development in Education, 40 (2014) 5, S.822-837 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.851104
Schlagwörter	Capacity Building; Rural Schools; Elementary School Teachers; Faculty Development; Teacher Collaboration; Networks; Leadership; Learner Engagement; Professional Isolation; Teaching Methods; Observation; Creativity; Teacher Supervision; Principals; Qualitative Research; Assistant Principals; North Carolina + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Führung; Führungsposition; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Kreativität; Principal; Schulleiter; Qualitative Forschung; Principals; Stellvertretende Schulleitung
Abstract	This qualitative methods study examined a rural North Carolina elementary school that implemented teacher learning walks as a method of professional development. Adapted from the practice of principal walkthroughs, teachers followed a protocol for collaboratively observing colleagues' classrooms and reflecting on teaching and learning. The findings presented here address two central questions of the original larger study: what happens within the networks of teachers who engage in learning walks? and what happens to the school culture? Individual teachers felt less professional isolation after several months of using the learning walk process. A more collaborative culture began to develop between and across grade levels from the purposeful increase in reflective dialogue, sharing of instructional practices and direct observation of teaching strategies. Administrators believed that student engagement seemed to be increasing. The findings indicate that principals and teachers who creatively adapt a traditionally individual supervisory practice into a collaborative one can build school capacity for leadership and performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10