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Master the Downey Walk-Through for reflective dialogue with this must-have sequel!

This sequel to the best-selling The Three-Minute Classroom Walk-Through gives school leaders an expanded examination of the Downey Walk-Through model of coaching and supervision. Clarifying common misconceptions and misapplications, the authors focus on how to engage teachers in reflection and professional dialogue after the walk-through to improve their practice. The resource provides examples, activities, and guidelines for changing schools one teacher at a time, and shows leaders how to: 

• Provide effective follow-up discourse without criticizing or demoralizing teachers
• Build collegial relationships with staff 
• Help teachers see their power to become continuously improving professionals

• Sales Rank: #661590 in Books
• Brand: Corwin
• Published on: 2009-10-28
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .55" w x 7.00" l, 1.09 pounds
• Binding: Paperback
• 240 pages

Features

• Provide effective follow-up discourse without criticizing or demoralizing teachers
• Build collegial and respectful relationships with faculty members
• Help teachers see their power to become continuously improving professionals
• Foster a collaborative process between principals, teachers, and other instructional leadersNow
• Title - Advancing the Three-Minute Walk-Through

Review
"For the past decade, Carolyn Downey has paved the way for quality instructional leadership by framing the strategy of walk-throughs and follow-up conversations. Now Downey has taken the discussion one step further, taking a closer look at those reflective questions and conversations. In my school district of 70,000 students, walk-throughs and reflective questions are making a difference. School administrators are visible not only from a student behavior perspective, but also from a program/curriculum perspective. Reflective questions between the administrator and teacher set the stage for professional conversations. This is an important strategy for building professional learning communities in schools―and the students are the winners!" (Jennifer Adams, Superintendent of Curriculum 2009-07-10)

"The implementation of Carolyn Downey’s walk-through observation techniques have been paramount to the success of administrators and students in the Shawnee Mission School District. The concept of administrators spending a portion of their day in classrooms and observing specific curriculum decisions along with instructional techniques and student behavior followed by reflective conversations has resulted in consistent, positive student achievement at all levels in the school district. Both teachers and administrators see the value of a cooperative effort to increase student achievement. I highly endorse Downey’s walk-through process. It’s a proven process that contributes to the positive relationship between teachers and administrators." (Gene Johnson, Superintendent of Schools 2009-07-17)

"This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors to enter into a relationship with teachers that is characterized by reflection, conversation, and collaboration. If you are ready to confront power and control issues on your campuses and embark on a journey of professionalizing the administrator/teacher connection for greater student success, then you have in this work a guide for enhanced respect, collegiality, and productivity all aimed at helping each of our students learn more and learn better. Districts across Texas are using the Downey walk-through approach to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning." (Susan P. Holley, Associate Executive Director 2009-07-20)

"This book builds upon the authors' earlier work , delving deeper into the follow-up of the walk through, reflective practice and collaboration. It is especially helpful for administrators who want to move their own professional development and that of their faculty from observation and evaluation to analysis and reflective inquiry." (Elaine Giugliano 2011-10-11)

From the Back Cover
Offering an expanded examination of the Downey Walk-Through, this sequel to the bestseller focuses on the second part of the walk-through, the reflective follow-up conversation, and clarifies many of the common misconceptions and misapplications of the approach.

About the Author
Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University.

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh.

Learn more about William Poston's PD offerings


William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy―the licensure program for school business managers in Iowa―for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

Most helpful customer reviews

2 of 3 people found the following review helpful.
Meh...not terribly useful.
By Kevin Fitton
I had to purchase this for a class and honestly, I only skimmed the book because most of it was either self-evident to anyone who has been teaching or espoused a pretty flawed premise for evaluating staff. Wouldn't recommend unless required for a class.

1 of 1 people found the following review helpful.
Five Stars
By J. Leonard
A book to have on hand for administrators.

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Five Stars
By Amazon Customer
Great resource!

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Communicate effectively with all stakeholders through these invaluable tips, including how-to's for dealing with disasters and approaching sensitive topics such as sex, gangs, and substance abuse.

• Sales Rank: #569597 in Books
• Brand: Corwin
• Published on: 2008-06-27
• Original language: English
• Number of items: 1
• Dimensions: 8.70" h x .80" w x 5.90" l, .90 pounds
• Binding: Paperback
• 272 pages

Features

• How-to"s for dealing with natural and man-made disasters
• A new chapter on differentiating communication to reach a wide audience
• A new section on communicating with school board membersUse the tools and real-world examples in this
• Title - How to Say the Right Thing Every Time
• Sub-Title - Communicating Well With Students, Staff, Parents, and the Public

Review
"I had several ‘ah-ha’ moments while reading this book. I cannot imagine anyone reading this and not finding it worthwhile. Kudos to the author for creating a meaningful guide for today’s school administrator." (Marie Blum, Superintendent 2008-01-23)

"A good tool for administrators and teacher leaders for its readability, content emphasis, and real-life examples." (Russ Bennett, Superintendent 2008-01-23)

About the Author

Robert D. Ramsey is a lifelong educator who has served as a "leader of leaders" in three award-winning school districts in two different states. His frontline experience includes positions a teacher, counselor, assistant principal, curriculum director, assistant superintendent, acting superintendent, and adjunct professor. Most recently, he has served as associate superintendent in the St. Louis Park (MN) schools, where every school has been designated by the federal government as a National School of Excellence. Ramsey is now working full-time as a freelance writer in Minneapolis.

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0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
Great Book!! Easy to read and implement.

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Three Stars
By DeltaGal
HAVE to read for Master's Prgram

1 of 3 people found the following review helpful.
Spells it out as obvious as it should
By J. Marin
The book does everything right. It lays the groundwork for better communication. If you ever feel communication is the reason for so many flaws in your organization, then it is time to make the words from this book a part of your reality.

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Organized into three major topics, the articles in this volume delve into this urgent topic of our day and offer valuable insights in the following areas:

I. Broad Perspectives – Providing a solid foundation, this opening section lays the groundwork for clarifying this complex issue. 

II. Region and Religion – The papers in this section point to the importance of regional history and culture in shaping differing styles of pluralism within America.

III. Minority & Immigrant Experiences – Focusing on contemporary immigrant and minority groups in the United States, these articles reflect on the experiences of Muslims, Orthodox Jews, and Latino religions as well as the role of interfaith leaders in the 2005/2006 immigration reform debate.

IV. Institutional Patterns – Examining creative ways that pluralism is flourishing within the United States, these articles provide a framework for future interfaith dialog.

Social scientists, religious scholars, policy makers, and the informed public will find this volume of The ANNALS to be a valuable resource that distills this complex and sometimes cloudy issue of religious pluralism.

• Sales Rank: #3330918 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2007-06-27
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 6.25" w x .75" l, .88 pounds
• Binding: Paperback
• 276 pages

Features

• Used Book in Good Condition

About the Author

Wade Clark Roof holds a PhD in the sociology and psychology of religion from the University of North Carolina. He is Professor and Chair of the Department of Religion at UCSB. His main areas of research interest are sociology of religion and American religious trends, and he has published widely in both fields, most recently serving as editor in chief for Macmillan Reference’s Contemporary American Religion (2000). He also teaches a range of both undergraduate and graduate courses on religion and society.

 

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0 of 0 people found the following review helpful.
Worthwhile but uneven
By Zora N.
Worthwhie but uneven writing and contributor's content and acessibility.

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What is news? What does news tell us about the culture and the society that produces and consumes it? This book provides a fresh examination of news production from a cultural perspective, moving beyond what was once called "sociology of news" and toward the globally-broader, culturally-based concept of "journalism studies."

Key Features

• Twenty-three original and contemporary articles―encompassing the intrinsic cultures of print, broadcast, and online media―are grouped in six thematically cohesive sets.
• The articles are presented chronologically to allow the reader to follow the exchange of ideas between authors over time.
• Berkowitz looks at news globally, helping the student look beyond his or her own cultural context to that of many other societies.
• A comprehensive framework helps to thoughtfully present this cultural study of news. Berkowitz opens and closes the text with a cultural perspective on news and hints on applying this perspective to emerging news situations; each section also contains an introduction that highlight connections between the articles.

• Sales Rank: #2006796 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-03-30
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .60" w x 7.30" l, 1.40 pounds
• Binding: Paperback
• 432 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
good
By Sarah
arrived on time. It's a new book. my cmn142 class required it at ucdavis, it helps studying for the tests.

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>> Download Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry, by Anastasia P. Samaras

Download Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry, by Anastasia P. Samaras

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The first textbook to offer novice and experienced teachers guidelines for the "how" and "why" of self-study teacher research

Designed to help pre- and in-service teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Author Anastasia Samaras encourages readers to think deeply about both the "how" and the "why" of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice.

Written in a reader-friendly style and filled with interactive activities and examples, the book helps teachers every step of the way as they learn and refine research skills; conduct a literature review; design a research study; work in validation groups; collect and analyze data; interpret findings; develop skills in peer critique and review; and write, present, and publish their studies.

Key Features

• A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research.
• A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project.
• Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time.
• Examples demonstrate the connections between self-study research, teachers' professional growth, and their students' learning.
• Tables, charts, and visuals help readers see the big picture and stay organized.

• Sales Rank: #258075 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-04-22
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x .72" w x 7.52" l, 1.10 pounds
• Binding: Paperback
• 344 pages

Features

• Used Book in Good Condition

Review
"It’s a very practical, helpful book for those learning to do self-study research." (Karl Wheatley 2010-03-09)

"The author of this book has done a stunning job of pulling together a mass of material, peppering it with sage advice, and presenting it in a comprehensible and engaging way that is sure to attract the attention of would-be researchers in the self-study and teacher research veins." (Cheryl Craig 2010-03-09)

"Among the pedagogical volumes I have perused, Self-Study Teacher Research is the sanest. Within religion, I commend it mainly to fledgling instructors or mid-career professors seeking a fresh start." (Suzanne Morrison Teaching Theology & Religion 2012-07-06)

About the Author
Anastasia P. Samaras, Ph.D. is Professor at the Graduate School of Education at George Mason University. She is a pedagogical scholar with an extensive repertoire of teaching, administrative, and research activity directly related to her signature work in the self-study research methodology which include books on Learning Communities in Practice (2008) and Self-Study Teacher Research (2011). A former school teacher and director of teacher education programs at The Catholic University of America and George Mason University, she brings a repertoire of practical applications grounded in sociocultural theory directly to her teaching. She is recipient of the Dissertation Research Award, Curry School of Education, University of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a visiting scholar at the University of KwaZulu-Natal, University of Iceland, Vrije University, and Victoria University. Her expertise in early childhood and teacher education has also led to appointments as a consultant for numerous program reviews with various Federal agencies, departments, Head Start, and universities. She currently serves as Chair-Elect of the Self-Study of Teacher Education Special Interest Group of the American Educational Research Association and project leader of two university cross-disciplinary faculty self-study groups. Her research centers on designing and studying Neo-Vygotskian-based curriculum applications in teachers’ professional practices, including her own.

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2 of 2 people found the following review helpful.
Awesome book for teacher research
By Matt & Sue Smith
This book gives very specific guidance on how to do a thorough self-study research project in your classroom. Ideal for any teacher who wants to research the effectiveness of any teaching method in the classroom.

1 of 1 people found the following review helpful.
a great tool
By Michelle M.
every teacher should own this book because as teachers, we are researchers whether we realize it or not. this book lays out the step-by-step process of conducting your own research, including timetables, so it is a great tool for those who are intimidated to undertake a big project.

1 of 1 people found the following review helpful.
Wish I had purchased it
By Peggy Barnes
I needed this book for my last grad class. At that point, I was tired of buying useless books, so I decided to rent this one. It is one of the few books I wish I had purchased instead of renting. It was a very helpful book!

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? Download PDF What Every Teacher Should Know About Student Motivation, by Donna E. Walker Tileston

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Informed by new research on the brain's plasticity and new insights on how culture relates to student motivation, this resource focuses on engaging even the most reluctant students!

• Sales Rank: #278306 in Books
• Brand: Corwin
• Published on: 2010-03-30
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .50" w x 5.90" l, .45 pounds
• Binding: Paperback
• 136 pages

Features

• Technology influences the brain and motivation
• Intrinsic and extrinsic motivation are related to celebrations and rewards
• Specific strategies can motivate students to begin and finish a task
• Teachers can foster students" positive self talk and on-task behaviorsFeatures
• Title - What Every Teacher Should Know About Student Motivation

Review
"This book is user friendly, informative, creative, and current in today’s society." (Mari Teacher, Fifth-Grade Teacher 2009-09-23)

"Teachers can often get frustrated when they don't think their students care. This book gives the teacher a way to take ownership of the situation rather than blame the students." (Lyneille Meza, Coordinator of Data & Assessment 2009-09-23)

"The author addresses the number one issue in the classroom today. This book is full of exciting and applicable information on how to motivate today’s learners." (Gary L. Willhite, Teacher Educator/Associate Professor 2009-09-23)

About the Author

Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donna’s publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwin's bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her EdD from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com

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1 of 1 people found the following review helpful.
Comes packed with practices for motivating even the most reluctant K-12 students
By Midwest Book Review
The second updated edition of Donna Walker Tileston's WHAT EVERY TEACHER SHOULD KNOW ABOUT STUDENT MOTIVATION comes packed with practices for motivating even the most reluctant K-12 students. It uses the latest brain research paired with new insights on relationships between culture and student motivation, and offers many strategies on how students can begin and finish a task.

0 of 0 people found the following review helpful.
0 stars
By Emily Redburn
If I could give this book 0 stars, I would. I am a teacher who was required to read this book for a continuing education course. It was the most appalling thing I've ever read. It was full of gross generalizations about "students from poverty" that bordered on offensive. Carol Dweck (one of the foremost researchers on student motivation) was not even cited once in the entire book. I would never recommend this book to ANYONE!

0 of 0 people found the following review helpful.
The book on student motivation
By Audrey Bewley
The book arrived on time and was a new book so the condition was perfect. I depended on this book for my college class, so I needed it to be on time which it was. Happy buyer from Amazon. Audrey

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! Download PDF Parallel Curriculum Units for Mathematics, Grades 6-12From Corwin

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Maximize your mathematics curriculum to challenge all students

This collection of lessons from experienced teachers provides multifaceted examples of rigorous learning opportunities for mathematics students in Grades 6–12. The four sample units focus on fractions, linear programming, geometry, and quadratic relationships. The authors provide user-friendly methods for instruction and demonstrate how to differentiate the lessons for the benefit of all students. Included are standards-based strategies that guide students through:

• Understanding secondary mathematics concepts
• Discovering connections between mathematics and other subjects
• Developing critical thinking skills
• Connecting mathematics learning to society through the study of real-world data, proportional reasoning, and problem solving

• Sales Rank: #1806888 in Books
• Brand: Corwin
• Published on: 2011-04-07
• Original language: English
• Number of items: 1
• Dimensions: 10.92" h x .37" w x 8.56" l, .94 pounds
• Binding: Paperback
• 152 pages

Features

• Understanding secondary-level mathematics concepts
• Discovering connections between mathematics and other subjects
• Developing critical thinking skills
• Connecting mathematics learning to society through the study of real-world data, proportional reasoning,
• Title - Parallel Curriculum Units for Mathematics, Grades 6-12

Review

"Parallel Curriculum Units for Mathematics, Grades 6–12 combines four essential models for improving student understanding and growth in mathematics. The lessons provided in the textbook build on students' abilities, so they can see all parts of a math problem and are able to tackle and understand it at various levels."

(Elizabeth Alvarez, Assistant Principal 2010-11-22)

"Parallel Curriculum Units for Math, Grades 6-12 is a refreshing resource that gets to the heart of what quality math instruction should look like. The lessons included in this book provide teachers with an explicit path to guide students in their understanding of the 'whole concept'. The authors have carefully crafted pre-assessments, post-assessments and rubrics that help help teachers create the situations for students to make vital connections between the mathematics they are learning and the world in which they live."

(Julie Duford, Middle School Math Teacher 2010-11-29)

"This book is a great resource for teachers looking for ways to improve their practice and existing curriculum. Teachers can easily fall into the trap of doing the same thing year after year, but this book gives us all the opportunity to reexamine our course curriculum and find more effective ways of delivering the material to our students. This book makes outstanding connections between content topics and encourages higher level thinking."

(Scott Currier, Math Teacher 2010-11-29)

"Teachers will find this a treasure trove of proven strategies, including: study components, critical thinking skills, problem solving and much more." (James A. Cox, Editor in Chief 2011-11-21)

About the Author
Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Tal­ented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana. Leppien teaches graduate and under­graduate courses in gifted education, educational research, curriculum and assess­ment, creativity, and methods courses in math, science, and social studies. Her research interests include teacher collaboration, curriculum design, underachievement, and planning instruction for advanced learners. Leppien works as a consultant to teachers in the field of gifted education and as a national trainer for the Talents Unlimited Program. She is coauthor of The Multiple Menu Model: A Par­allel Guide for Developing Differentiated Curriculum. She is active in the National Association for Gifted Children (NAGC), serving as a board member and newsletter editor of the Curriculum Division, and a board member of the Association for the Education of Gifted Underachieving Students.

Jeanne H. Purcell is the consultant to the Connecticut State Depart­ment of Education for gifted and talented education. She is also director of UConn Mentor Connection, a nationally recognized summer mentorship program for talented teenagers that is part of the NEAG Center for Talent Development at the University of Con­necticut. Prior to her work at the State Department of Connecticut, she was an administrator for Rocky Hill Public Schools (CT); a pro­gram specialist with the National Research Center on the Gifted and Talented, where she worked collaboratively with other researchers on national issues related to high-achieving young people; an instructor of Teaching the Talented, a graduate-level program in gifted education; and a staff developer to school districts across the country and Canada. She has been an En­glish teacher, community service coordinator, and teacher of the gifted, K-12, for 18 years in Connecticut school districts and has published many articles that have appeared in Educational Leadership, Gifted Child Quarterly, Roeper Review, Educa­tional and Psychological Measurement, National Association of Secondary School Principals’ Bulletin, Our Children: The National PTA Magazine, Parenting for High Potential, and Journal for the Education of the Gifted. She is active in the National Association for Gifted Children (NAGC) and serves on the Awards Committee and the Curriculum Committee of NAGC, for which she is the co-chair for the annual Curriculum Awards Competition.

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