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.
Classroom visits and giving feedback to teachers can either build a competent culture of nonstop development and learning or create a setting that is filled with suspicion and resentment. Nevertheless, the stand of the school administrators will be the basis for the outcome. Just like when the feedback coming from the school administrators and principals can boost the confidence level and growth of the teachers if their classroom walkthroughs are conducted to focus on positive and meaningful practices rather than on the negative ones.
School administrators and principals resort to dry runs to support the good effort of the teachers and ask them to take part in a professional conversation. Collecting data can be done easily. Asking questions can also be another form of feedback. School administrators and principals frequently ask the teachers they have already monitored if there are other available ways to ensure the success of students in content application and learning.
Without a doubt, in any institution there is always room for development. The runthrough method is an effective approach to assist administrators as well as teacher to do a better job at enhancing the learning opportunities of their 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.
It cannot be denied that one of the things that should be addressed right away is an unsafe situation. For example, a student may put others at risk, causes learning distraction or school principals and administrators may find students excluded from learning or isolated in the lecture room by the school teacher.
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.
School leaders have to realize that they should have a deeper understanding of what frequently takes place in classrooms. More reflection and support for good practices are necessary. There will be improvement in the school's professional culture if there is an increase in common trust and purpose. A positive approach should be utilized in order to acquire and share the data produced from the dry run.
Classroom visits and giving feedback to teachers can either build a competent culture of nonstop development and learning or create a setting that is filled with suspicion and resentment. Nevertheless, the stand of the school administrators will be the basis for the outcome. Just like when the feedback coming from the school administrators and principals can boost the confidence level and growth of the teachers if their classroom walkthroughs are conducted to focus on positive and meaningful practices rather than on the negative ones.
School administrators and principals resort to dry runs to support the good effort of the teachers and ask them to take part in a professional conversation. Collecting data can be done easily. Asking questions can also be another form of feedback. School administrators and principals frequently ask the teachers they have already monitored if there are other available ways to ensure the success of students in content application and learning.
Without a doubt, in any institution there is always room for development. The runthrough method is an effective approach to assist administrators as well as teacher to do a better job at enhancing the learning opportunities of their 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.
It cannot be denied that one of the things that should be addressed right away is an unsafe situation. For example, a student may put others at risk, causes learning distraction or school principals and administrators may find students excluded from learning or isolated in the lecture room by the school teacher.
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.
School leaders have to realize that they should have a deeper understanding of what frequently takes place in classrooms. More reflection and support for good practices are necessary. There will be improvement in the school's professional culture if there is an increase in common trust and purpose. A positive approach should be utilized in order to acquire and share the data produced from the dry run.