| About the Authors | |
| Dedication | |
| Preface | |
| Considering the Ghosts in the Closet: Hegemony and Conflict Regarding Supervision and Evaluation in Schools | |
| Examining the Classroom Walk-Through With Reflective Inquiry as a Discursive Practice | |
| Understanding the Three Stages of Transformation With the Downey Approach | |
| Examining the Text Analysis of the Three Transformational Stages | |
| Building on the Philosophical Framework of the Three-Minute Walk-Through for Reflective Inquiry | |
| Determining Your Values and Beliefs Regarding Human Behavior and Motivation and How These Influence Your Supervision Approach | |
| Knowing How Your Beliefs Regarding the Human Nature of People Impacts Your Motivational Strategies | |
| Using Various Types of Interactions Congruent With a Theory Y Philosophical Approach | |
| Building Staff Capacity as a Way of Improving One's Practice | |
| Posing Questions for Reflective Inquiry as the Way to Motivate Growth Rather Than Using Feedback | |
| Being Reflective on Chapter Content | |
| Considering the Various Approaches to Classroom Observations | |
| Distinguishing Between Informal Walk-Throughs, Short Classroom Observations in Which Formal Data is Collected, and Principal-Supervisor Group Learning Walks | |
| Identifying the Components Within the Classroom Observations to Determine Which Type of Observation to Use - Purpose, Primary Learner, Who Conducts the Observation, Observation Lens, Data Collected - if Such | |
| Comparing the Various Approaches Using the Components | |
| Clarifying the Meaning of "Walk-Through" | |
| Being Reflective on Chapter Content | |
| Clarifying the Misapplications in Using the Downey Walk-Through Five-Step Classroom Observation Structure | |
| Clarifying the Five-Step Observation Structure Approach | |
| Gathering Information on the Taught Objective: Content, Context, and Cognitive Type - Part I of Step Two | |
| Analyzing the Curriculum Content - The First "C" of Step Two | |
| Analyzing the Context of the Objective - The Second "C" of Step Two | |
| Analyzing Cognition Type - The Third "C" of Step Two | |
| Examining Congruence of the Teacher's Intended Objective With Actual Taught Objective - Part Two of Step Two | |
| Calibrating the Taught Curriculum With the Expected Curriculum - Part Three of Step Two | |
| Gathering Data on Instructional Practices - More on Step Three | |
| Determingin When to and When Not to Interact With Others During the Observation | |
| Being Reflective on Chapter Content | |
| Creating a Culture of Reflection Through the Use of Walk-Throughs and Reflective Dialogue | |
| Creating a Culture of Reflective Inquiry | |
| Providing Opportunities for Reflective Dialogue | |
| Using the Positive Presuppositional Phrases in the Downey Reflective Question | |
| Expanding Teachers Outside Their Comfort Zone | |
| Conducting a Reflective Dialogue to Lead to Collaborative Learning | |
| Using the Reflective Conversation to Provide for Creativity and Challenging of the Status Quo | |
| Being Reflective on Chapter Content | |
| Moving People Toward Reflection | |
| Providing a Foundation for Meaningful Reflective Practice | |
| Promoting Reflective Thought and Transformative Learning | |
| Moving Toward Interactive Conversations | |
| Incorporating the Life Cycle Model | |
| Using Direct Conversations: What the Principal Might Say | |
| Using Indirect, Interdependent Invitation to Reflection | |
| Using Collaborative-Interdependent Conversations | |
| Being Reflective on Chapter Content | |
| Adapting the Walk-Through and Reflective Conversation for Other Positions | |
| Engaging in Reflective Inquiry With School Counselors | |
| Engaging in Reflective Inquiry With Speech Language Pathologists | |
| Engaging in Reflective Inquiry With School Nurses | |
| Engaging in Reflective Inquiry With School Finance Officers | |
| Engaging in Reflective Inquiry With Media Coordinators | |
| Engaging in Reflective Inquiry With Chief Nutrition Directors | |
| Thinking About All Positions for Reflective Inquiry | |
| Being Reflective on Chapter Content | |
| Adapting the Walk-Through and Reflective Conversation Approach for Peer Coaching and Mentoring | |
| Valuing the Downey Model for Peer Coaching and Modeling | |
| Listening to a Sample Dialogue Between Peers Using the Downey Approach | |
| Implementing the Peer Walk-Through With Reflective Inquiry Approach | |
| Using a Peer Protocol for the Walk-Through and Reflective Inquiry | |
| Being Reflective on Chapter Content | |
| Authenticating the Three-Minute Walk-Through and Reflective Inquiry and Practice With Recent and Legitimate Research | |
| Providing Basic Foundational Research on Walk-Through Practices | |
| Considering the Limitations of Using External Feedback | |
| Valuing Supervisor Visibility and Instructional Improvement | |
| Understanding the Power of Reflective Practice and Professional Growth | |
| Considering Reflective Practice and Experience | |
| Being Reflective on Chapter Content | |
| Using the Walk-Through and Reflective Dialogue to Create Professional Learning Communities | |
| Using the Downey Model of Reflective Practice in Professional Learning Communities | |
| Understanding the Leadership Responsibilities and Requirements in the Professional Learning Community | |
| Building Capacity for Professional Learning Communities to Develop Reflective Questions and Carry Out Reflective Conversations | |
| Considering the Implications for School Leaders | |
| Constructing a Learning Organization: A Summary | |
| Being Reflective on Chapter Content | |
| Institutionalizing the Three-Minute Walk-Through and Reflective Inquiry | |
| Understanding the Prerequisites in Terms of Curriculum | |
| Considering the Prerequisites in Terms of Culture | |
| Considerations for Successful Full-Scale Implementation of the Model | |
| Being Reflective on Chapter Content | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
