Kelli Houston

September 15, 2015

EDAD 590

At the end of yesterdays administrative team meeting you asked the

Supt. if there was a form to complete or some data collection system
that she had for the principals to use after completing their classroom
walk-throughs. She replied that there was nothing now, but that it
would be a good idea to pursue. Later at lunch three of your principal
colleagues tell you that, We dont do those walk-throughs here. We
are too busy with paperwork and discipline to get them done and the
teachers dont want us in their rooms anyway. It is better to not even
mention that anymore, just leave it alone! IRLF

Investigate:
The information that I know is that the superintendent requires
us, as principals, to do walk-throughs in all of the classrooms in our
building. I know that there is currently no data collection system in
place, so these walk-throughs are not recorded and the superintendent
does not request any information about these walk-throughs. I also
know that the superintendent might be interested in starting a new
data collection system. I could collect more information by asking the
superintendent how important these walk-throughs are, why they are
required, and why she does not want our observations recorded and
sent to her.
Some other information I have been provided is that other
veteran principals do not even do the requested walk-throughs
because they feel they do not have enough time for them. They spend
more of their time on paperwork and discipline and less time in the
classrooms. I also know that they do not think that I should do any
walk-throughs and that I should not bring it up anymore. I could gather
more information by asking them why they do not feel the need to do
walk-throughs or if they do feel they are important but just do not have
enough time.
One of the issues that I must be aware of as I seek to resolve this
issue is administrator best practices and the fact that they are not
being used at most of the schools in the district. Administrators should
know that their primary focus is the students and that walk-throughs
can improve teaching and learning. These administrators, however,
have lost sight of this, and that is a main issue. Another issue is that
the principals in the district do not feel they have to do what their
superintendent tells them to do and is undermining her authority. Yet
another issue is that I do not want to be an outsider in this district. This
group of principals seem pretty powerful and set in their ways, so if I
were to go against them my relationships with them would be
tarnished.

Reflection:
From what I have just learned, I feel sad that other principals do
not see the importance of visiting their classrooms, observing their
teachers, and making sure the students are getting the best
instruction. I am also sad that they feel paperwork and discipline are
more important, and I am worried that as I continue with my
principalship I, too, will lose sight of what is most important and get
bogged down with the mundane. I am disappointed that the
superintendent lets these principals get away with this and doesnt
support them in making this a priority.
The other principals are probably feeling relieved that there is
not a data collection system already in place, and would probably
become angry with me if one was started and they became bogged
down with more paperwork. They probably feel like what they are
doing is good enough and dont feel the need to change.
 The superintendent is probably feeling overwhelmed with
everything that is on her plate, and has not had time to create a data
collection system for the walk-throughs. The superintendent probably
feels like she is doing the right thing requiring her principals to do
walk-throughs because she knows how important they are. She is
probably hopeful that the principals are doing what she asks them to
do, but knows that a data collection system could help with making
sure it is getting done.
I would also question what the teachers of these principals are
feeling. They might be happy and relieved that their principals are not
in their classrooms, like the principals think; or they might feel
unimportant that their principal is not watching them and providing
them with productive feedback.
Leveraging:
There may be some resources our district has available to help
us. First, we have a superintendent that knows that it is important for
principals to visit their classrooms and observe the teaching that is
going on. The district could also use instructional leaders, if they are
available to help with observations. The district could look into hiring
assistant principals to take on some of the paperwork and discipline
that is consuming the principals time. The school district does have at
least one principal that is concerned about doing observations and
could model how observations can be done efficiently along with all of
the other responsibilities the principal has. I could also look for
resources that are available to help demonstrate the importance of
walk-throughs. We could obtain reports and findings from published
educational professionals that demonstrate the success schools have
had with walk-throughs. These reports and articles could be presented
to administrators to read and discuss. Another valuable resource that
could be utilized is nearby districts. We could look at what they have
done with walk-throughs and how they are handled.
 There are many options I could look at for this situation. The first
option I have is that I can do nothing. I could just ignore what these
three principals have told me, not say anything to the superintendent,
and do what I feel is right at my school. I feel this issue is too important
just to ignore, however.
Another option I have is I could tell the superintendent what
these three principals told me and get them in trouble for not following
the superintendents request. However, I do not want to have bad
blood with these principals, nor do I want to look like a tattle tale, so
this option does not seem like the best either.
A third option would be to develop my own data collection
system and tell the superintendent what I am doing. I would then use
this system at my school and report to the superintendent what I am
finding in my walk-throughs. This option could be used if the other
principals continue to be reluctant about conducting walk-throughs
themselves. By doing it in my school, I could model how the walk-
throughs can be done efficiently. I could report my findings, data, and
feedback to the superintendent and other principals in the district to
show what works and how it is beneficial.
A fourth option I could consider would to be a leader with this
movement, start the conversation about it, help to set up a system
that works for the majority, and help the other principals introduce
walk-throughs in their schools, as well, as mine. In order to try to get
everyone on board, I would use the resources from other nearby
districts that have had success with walk-throughs and share
information professionals have found to show the value of walk-
throughs.

Framing:
I would start by talking with the other principals to see why they
do not feel walk-throughs are important enough to spend their time on
and also express my opinion on how walk-throughs are extremely
valuable and could really help a school improve. I could show them
some data and statistics on how walk-throughs have helped improve
instruction and learning in schools around the country. Or I could see if
the superintendent would do a presentation on the importance of walk-
throughs and bring in some professionals. This would then hopefully
lead to a conversation on how we can make walk-throughs a priority. I
know that the principals may be unwilling to move forward at first and
want to keep everything the same. If this were to happen, then I would
work with the superintendent to develop a system and utilize it at my
school. I could then model the plan and share it with the other
principals hoping to persuade them that it is important and we can
make time for walk-throughs. After trying it out in my building first, I
would let the other principals know what went well, how I managed my
time, what resources I used, and share the feedback from my staff
about their effectiveness. I would then suggest that the superintendent
and all the principals meet to create a data collection system that
works for everyone. We could then come up with a plan, using all
available resources, to conduct our walk-throughs in all the schools. We
would start off small and maybe only do a few per month, hoping to
eventually build up our number. I think this would be the best option to
go with, since as principals we should be striving for the very best out
of all teachers and really work to have the best for all students.