<p> The purpose of this phenomenological study is to describe, analyze, and interpret a comparison of assistant superintendents’ perceptions of the impact of classroom walk-throughs as a model of teacher development designed to monitor and improve instructional practices in 12 school districts in Connecticut. A major focus of this study is whether the practice of classroom walkthroughs have an impact on with improving instructional practices. According to Marshall (2012a), “Classroom observations, student achievement, and feedback from students are important, but they’ll only improve education if they’re used wisely” (p. 50). This research study is informed by a comprehensive review of the literature related to teacher evaluation models, including the practice of classroom walk-throughs, brief visits, and instructional rounds, prior to interviewing assistant superintendents about their perceptions of the impact that classroom walkthroughs have on improving instructional practice. Marshall (2012c) indicates that “In most schools, by contact or by tradition, administrators give advance notice of their formal observations and teachers quite understandably take their performance up a notch or two” (p. 19). There are social and professional implications of this inquiry-based research that need to be considered. A social implication is the relationship to teacher acceptance behavior of the implementation of classroom walk-throughs that could change school culture. Professionally, relationships between and among teachers and building administrators could become stronger in terms of creating a professional learning community. Conversely, there could be resistance to the change process that impacts potential positive results. Conducting a phenomenological study through a carefully designed methodology will result in qualitative reflection and findings that will support the assistant superintendent subjects as they examine the impact of individual walkthrough models on improving instructional practices.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3586285 |
| Date | 17 May 2014 |
| Creators | McPadden, E. Marie |
| Publisher | American International College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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