Learning Walks

Engaging Teachers in Classroom Walkthroughs

by Donald S. Kachur, Judith A. Stout,& Claudia L. Edwards

The authors of Engaging Teachers in Classroom Walkthroughs begin by outlining the benefits of classroom walkthroughs.  They believe that walkthroughs are a great way for teachers to take responsibility for their own professional learning.  As well, they allow teachers to observe best practices, and hence, lead to greater consistency in effective instructional practices and, invariably, improved student achievement.  According to the authors, classroom walkthroughs “transform the school into a learning community.” (4)

The insights into best practices in classroom walkthroughs they identify in this book are taken from a two-year study they conducted involving 40 schools from 17 states and 6 schools from the Edmonton Public School District.

In Chapter 2, the key features of a school’s culture that need to be in place for walkthroughs to be accepted and valued are discussed.  These features are as follows:

·        A principal who is a lead learner – that is, one who not only creates conditions that allow for classroom walkthroughs and arranges time for teachers to meet to reflect on what they have observed but as well, “walks with teachers” (17);

·        Shared leadership such that teachers help create the vision for walkthroughs;

·        A trusting and safe school environment;

·        A student-focused staff;

·        A community of learning; and

·        A focus on collaborative inquiry.

The focus of Chapter 3 is the five components of walkthroughs.  Component 1 is protocols regarding frequency of walkthroughs and the length of observations – the when of walkthroughs.  The authors’ research suggests that, typically, walkthroughs are around 10 minutes in length and conducted about 4 times a year.  Component 2 is the who of walkthroughs, with research suggesting that teams of teachers leading teachers is the best recipe for success.  The what of walkthroughs is captured by the third component – what areas of instruction are observed.   Teachers are encouraged to select a focus question that is open-ended and data-generating.  Look-fors should then be determined from the focus question.  Component 4, the how of walkthroughs, is the method of gathering data.  Methods can range from look-for checklists to open spaces for anecdotal comments.  Walkthrough follow-up practices, including specific feedback to teachers and whole-staff feedback form the fifth component.

The authors emphasize that all steps of the professional learning cycle should be followed with respect to walkthroughs: plan, act, monitor, and review.  Next steps from the review of walkthroughs may include some or all of the following:

·        Professional development in specific areas of instruction;

·        Coaching of teachers;

·        Identification of new focus areas for walkthroughs; and

·        Individual teachers making commitments to improve particular skills or practices.

Chapter 4 provides 10 strategies for involving teachers in walkthroughs.  One strategy recommended is that the purpose of walkthroughs is clearly defined and communicated.  A second involves careful planning and gradual introduction of walkthroughs, including first visiting other schools to observe how they conduct walkthroughs.  A particularly important strategy is to ensure all aspects of the walkthroughs are transparent so that teachers know that “classroom walkthroughs are not a ‘gotcha’ activity.” (72) 

Establishing clear norms both during and after walkthroughs is another strategy discussed by the authors.  For instance, during a walkthrough, visiting teachers and administrators should leave clipboards and other materials outside classrooms, be quiet and unobtrusive (never interrupting the teaching-learning process), record only what they see (not what is not seen), and have “open, nonjudgmental body language”. (74)  Administrators should prepare schedules that give teachers time to conduct walkthroughs with strategies like combining classes to free up teachers and early release days.  Starting with teachers who volunteer for walkthroughs is also suggested.

           Some additional issues pertaining to walkthroughs are discussed in Chapter 5.  One of the most important topics is strategies for engaging reluctant teachers.  The authors suggest anonymous surveys of teacher to provide staff with a safe way to express their concerns.  They also recommend inviting reluctant teachers to participate in walkthroughs at another school where the process has been successful and to simply “walk with their peers”. (92)  Celebrating at staff meetings successful walkthrough experiences is also a good idea.  To prevent teacher union issues, the authors stress that walkthroughs should be voluntary, non-evaluative, and not conducted during prep time.  As well, teacher ownership of the process is paramount. 

  

The authors also state that “It is critical that the walkthrough initiative include a built-in evaluation process” (105) of the implementation of the protocols, teacher attitudes towards walkthroughs, ways to increase their value, and their impact on instruction and learning.  Either focus groups or surveys can be used to gather feedback.   

Check out this link: Seven Things to Remember About Classroom Feedback http://ht.ly/vrTR5