9780761929673-0761929673-The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time

The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time

ISBN-13: 9780761929673
ISBN-10: 0761929673
Edition: First Edition
Author: William K. Poston, Carolyn J. Downey, Betty E. Steffy, Fenwick W. English, Larry E. Frase
Publication date: 2004
Publisher: Corwin
Format: Paperback 224 pages
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Book details

ISBN-13: 9780761929673
ISBN-10: 0761929673
Edition: First Edition
Author: William K. Poston, Carolyn J. Downey, Betty E. Steffy, Fenwick W. English, Larry E. Frase
Publication date: 2004
Publisher: Corwin
Format: Paperback 224 pages

Summary

The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time (ISBN-13: 9780761929673 and ISBN-10: 0761929673), written by authors William K. Poston, Carolyn J. Downey, Betty E. Steffy, Fenwick W. English, Larry E. Frase, was published by Corwin in 2004. With an overall rating of 3.5 stars, it's a notable title among other Education Theory (Schools & Teaching) books. You can easily purchase or rent The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time (Paperback) from BooksRun, along with many other new and used Education Theory books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.43.

Description

Change the entire school culture with this collaborative method of supervision!

For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that are irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

This method answers principals' key questions:

  • Is the work of my teachers aligned with district curriculum?
  • Are my teachers using research-based "best practices"?
  • Are they choosing the instructional strategies that will promote student achievement?
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