This book puts into perspective and practices the vision of what supervision should be. It is a model of principal-teacher interaction and redefines the professional relationships of classroom supervisory practice. The Downey approach attempts to change how principals approach supervision by replacing it with a collegial, egalitarian model of professional practice. This approach is a model of changed supervisory practice that attempts to characterize an entire school to develop a network of relationships. The Downey approach is about changing schools one teacher at a time in order to attain a culture of high work-performance for the entire school.

PrefaceAbout the AuthorsDedication1. Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach What is the Downey Walk-Through? Why Walk-Throughs? The Evolution of the Downey Walk-Through Process2. Conducting the Walk-Through Observation: A Five-Step Process The Five-Step Observation Structure Step 1: Student Orientation to Work Step 2: Curricular Decision Points Step 3: Instructional Decision Points Step 4: "Walk the Walls" - Curricular and Instructional Decisions Step 5: Safety and Health Issues3. Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and Conversation How Do We Provide Direct Feedback? The Note A Better Approach-Discussion Direct Feedback Statement and Conversation How Do We Provide Indirect Opportunities for Reflective Inquiry? How Do We Ask Reflective Questions and Carry On the Conversation? How Do We Ask Reflective Questions and Carry On the Conversation? The Reflective Conversation4. Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk- Through The Novice/Apprentice The Professional Teacher The Expert Teacher Limitations of the Taxonomy5. Establishing Logistical Procedures for Implementing the Walk-Through Process Finding the Time Preparing Staff, Students, and Parents Record Keeping Board Policy to Support Walk-Throughs6. Cultivating the Culture: Effectuating Change that Works Lessons Learned About Change in Educational Cultures Challenges and Barriers to Change Deciding When to Intervene: The Marginal Teacher Examples of Successful Implementation: Making the Walk-Through Process Work Salinas Union High School District, California Norman Public Schools, Norman, Oklahoma Durham and Simco County School Boards, Ontario, Canada Napa Valley Schools, Napa Valley, California Shawnee Mission School District, Shawnee Mission, Kansas Columbia-Brazoria Independent School District, Texas San Leandro Unified School District, California San Benito County, California, County Office of Education Cultivating the Culture: A Final Word7. Using the Walk-Through Process to Promote a Collaborative, Reflective Culture Early History Developmental Supervision and Mentoring The Teacher as an Adult Learner Promoting Development8. Determining Whether Walk-Throughs Are the Right Stuff Background and History of Management by Wandering Around Why Are Both a Research and a Theory Base Needed Before Adopting An Innovation? The MBWA Research Results The Walk-Through with Reflective Question Research9. Understanding the Walk-Through as a Discursive Practice Examining the Dimensions of the Walk-Through Changing the Discursive Practice of "Corrective" Supervision Some Issues With the Model A Pause to Consider Your Specific Situation Troubleshooting Problems with the Downey Walk-Through10. Linking the Walk-Through Process to a Model of Teacher Growth Walk-Throughs and the Teacher Growth Model The Model Transformative Learning as it Relates to the Model Organizational Learning and Transformation Providing Feedback Conversation for GrowthIndex