How can school systems maximize the instructional
benefits of their teacher evaluation system? Unfortunately, spending endless
hours generating deposition-grade documentation for either a short or long observation
does not necessarily translate into improved instruction. Too often, the goal
during a post observation conference is not to discuss best practices pedagogy,
but to ensure the highest summative score from the teacher’s perspective and to
avoid any possible grievances from the observer’s vantage point.
High quality classroom walkthroughs that include
targeted feedback can provide the pivotal bridge between formal teacher
evaluations and improved teaching and
learning. Using the H.E.A.T. walkthrough protocol enables
building/district-level administrators, supervisors, and instructional coaches
to conduct brief 5-7 minute walkthroughs to document the amount of H.E.A.T.
(Higher order thinking, Engaged learning, Authentic connection, Technology use)
applied to student learning.
More importantly, documenting the amount of H.E.A.T.
during a walkthrough also corresponds directly to the Danielson Framework as
outlined below:
Higher Order Thinking
1-D: Demonstrating
Knowledge of Resources
1-E: Designing Coherent
Instruction
2-B: Establishing a
Culture for Learning
3-A: Communication with
Students
3-B: Using Questioning and
Discussion Techniques
Engaged Learning
1-E: Designing Coherent
Instruction
2-A: Creating an
Environment of Respect & Rapport
2-B: Establishing a
Culture for Learning
3-A: Communication with
Students
3-C: Engaging Students in
Learning
Authentic Connections
1-A: Demonstrating
Knowledge of Content & Pedagogy
1-E: Designing Coherent
Instruction
1-F: Designing Student
Assessments
2-B: Establishing a
Culture for Learning
Technology Use
1-D: Demonstrating
Knowledge of Resources
2-E: Organizing
Physical Space
Reminding teachers
that the goal is to turn up the H.E.A.T. on student learning, and not
concentrate on isolated teaching behaviors (e.g., 1D, 3B, 1F, 2A) can
ultimately position a school building to realize the benefits of collegial
feedback leading to continuous improvement in the classroom.
