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
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
Walk-through%20Guide.docx