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To support teachers in continually improving instruction by providing non-evaluative, low inference data on students’ learning as they are using a specific strategy.
To create a common expectation, language, and vocabulary of what high quality teaching and learning looks and sounds like.
To encourage non-defensive, reflective practice by teachers that focuses on continually improving instruction and student learning.
To support a culture of high expectations for every student and teacher at this school.
Focus Walks
Instructional Rounds
Learning Walks
Pre-Walk Anticipation
During-Walk Observation partners will
spend 7-10 minutes in three different
classes to collect evidence.
Observers will return to home base to
share evidence, eat lunch, and undergo
guided reflection.
Teachers and Administrators
Observational Data
• Not scientifically collected
• Snapshot of instruction
• Still influenced by personal background,
knowledge, and experience.
• Focus on repeated patterns rather than
outlying evidence.
0% 20% 40% 60% 80% 100%
Writing Visuals ProminentlyDisplayed
Teacher Refers to Goal, Standard,or EQ
Teacher Scaffolds/Models Writing
Students Understand Expectations
Teacher Checks for Understanding
71%
85%
67%
90%
92%
29%
15%
33%
10%
8%
Observed Data Points
Yes Not Observed
8%
26%
41%
25%
Observers’ Ratings of Effective Writing Instruction
No Evidence of EffectiveImplementation
Some Evidence, NeedsMuch Improvement
Evidence Shown, SomePotential forImprovement
Abundant Evidence;Teacher Should CoachOthers!
From Teachers and Administrators
0
1
2
3
4
5
6
7
Better Than IExpected
Worse Than IExpected
About What IExpected
TEACHERS TEACHERS
“I enjoyed seeing other
instructional methods in
action for future lesson
plans.”
“I enjoyed observing my
colleagues exhibit their best
practices.”
“I liked the opportunity to
observe other teachers and
learn from what I saw.”
“Getting to be in other teachers’ rooms and experience their way of doing things that is different than mine.”
“See how other teachers cope, and expose students to writing.”
“It allowed me to see/remember what it was like to see and interact with working students who were interested in the topic and working their minds.”
TEACHERS TEACHERS
“Less time.”
“They could be longer and
changing the observation
sheet.”
“I think it should be
departmentally requested
with more input on what we,
as a department, would like
to observe from each other.”
“Nothing.” (written 2x)
“Good for first time. As we do it
more I might find ways to tweak
it.”
“I enjoyed it, but stressed
before it actually happened.”
“Would like to observe teachers
in other content areas. We
have done this in the past. The
teaching approaches in other
contents can be applied in
science since we teach it all.”
0 2 4 6 8 10
Be present/focused.
Be respectful of classroomculture.
Gather non-evaluative data.
Keep mindset of a learner.
Step out to talk to anotherteacher
Very Much
Mostly
Somewhat
Not At All
0 2 4 6 8
Lesson Prep.
Pre-ObservationMeeting
Practice GatheringEvidence
Post-Ob Reflection
Written Feedback
NA
Extremely Valuable
Valuable
Somewhat Valuable
Not Valuable
Yes - “I can use it to improve.”
“Feedback is an opinion. I cannot please everybody, but I will try my best.”
“Overall, I think the feedback reflected what I was doing.”
0
2
4
6
8
Yes No
4 4
10
Instruction
Focus Walk Protocols
Teachers as Learners
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