Conducting Intentional Classroom Learning Walks

I remember one of the first times someone conducted a learning walk in my classroom. The other teacher entered the room at the beginning of class and sat towards the back of the room. I was nervous as I started the lesson and kept making eye contact with the other teacher, trying to interpret what she thought. I broke the students into small groups to discuss a passage they had read, and afterward we regrouped as a whole to answer a series of questions. The students were excited and eager to participate. Nearly all of them were able to share their opinions and ideas and the discussion felt challenging and successful.

When I met with my observer afterward, the feedback I received was overwhelmingly positive.  However, they encouraged me to find ways to ensure all students were contributing to their small groups as they worked. While I’m sure my observer had the best intentions, I couldn’t help but feel a little disheartened. I knew what I needed to change, but I didn’t know exactly how to change it. I needed help processing through how to get students to contribute to their small group.

Learning is one of the greatest joys of being a human and learning walks are an essential component of instructional leadership. Learning walks keep leaders grounded in the learning that is truly happening in the classroom, the challenges and successes teachers and students are experiencing. These walks provide the leader an opportunity to support and improve teaching and learning. Additionally, learning walks help build trusting relationships with teachers and students and help leaders understand how to best collaborate with teachers in order to effectively meet the needs of specific students. 

But, as we saw in the opening scenario, learning walks can leave a teacher confused if not implemented correctly.  The instructional leader should focus on the teacher’s goals, provide intentional feedback and offer practical solutions so teachers can make gradual steps toward improvement. 

Here are some tips for conducting successful classroom learning walks:

1.  Collaboratively Set and Work Towards Clear Goals

Setting goals can help motivate people and provide focus. Research has shown that setting goals can boost performance and productivity 11-25 percent.  Think of the collective difference that could make in a school if this occurred in every classroom!

A key component of this step is to collaborate with the teacher on a clearly defined and designed instructional goal prior to conducting a learning walk. When conducting effective learning walks, an administrator should have the individual teacher’s goal in front of them.  This allows the leader to focus their attention on classroom actions connected directly to the goal so they can collect specific information and minimize the attention they place on other things happening in the classroom. Clear goals also benefit the educator by helping them understand what they chose to work towards and in turn focus their efforts.

Using a learning walk form, such as the one on this page, can ensure instructional leaders have the goal in front of them as they enter the classroom and help their feedback be more intentional towards that individual goal.

2.  Focus on Small, Intentional Steps

As teachers consider modifying classroom practices, instructional leaders can help ease any anxiety that might be connected to this type of growth by understanding sustainable change typically happens through small steps. If leaders scaffold broader changes in the classroom into small, intentional steps, educators are more likely to see the changes as achievable. Over time, these micro changes can add up to bigger and more lasting shifts in behavior–which will benefit everyone. For example, as leaders conduct a learning walk, they can think about where small changes might benefit the classroom, such as adding positive affirmations or incorporating more wait time.

3. Provide Feedback to Encourage Professional Learning

Teachers tend to thrive in a culture where continuous improvement is valued and supported. One of the most effective forms of professional learning is embedded professional learning, which integrates instructional growth directly into classroom practices. Research has shown that this approach can have an impressive effect on student (and educator) achievement.

To support a continuous learning culture, it is beneficial to make time to meet face-to-face with educators after a learning walk and provide timely and meaningful feedback. This feedback should be student-centered, recognize the positive practices the teacher is implementing to meet the needs of the students, and provide opportunities for teachers to reflect on areas for growth. 

Providing timely and constructive feedback gives teachers intentional steps to work on and encourages a culture of continuous growth. As research has proven, feedback is an essential part of teachers’ development because it allows them to assess their progress and collaboratively reflect on their goals. Teachers who were given specific feedback about their performance made significantly larger gains toward their goals than those who received no feedback. 

There are many ways to deliver feedback. Some of the more effective approaches are:

1. Directive - the teacher is asked to complete a specific task or try a specific strategy. This approach is most useful when leaders need to offer solutions or alternatives to the teacher’s current approach and can be especially helpful for teachers who have tried multiple ideas but feel stuck. For instance, the leader suggests that the teacher try non-verbal cues to refocus chatty students if the teacher shares the multiple ways they have unsuccessfully tried to quieten the students.

2. Reflective - the teacher is invited to reflect on a specific goal, part of a lesson, or area of their practice. Leaders can provide teachers with reflection questions to prompt their thinking. In this instance, the instructional leader serves as a thought partner and coach. For a set of reflection questions related to rigor, relevance or engagement, check out the Coaching Redefined Toolbox.

3. Reflexive - the leader encourages teachers to think about their practice and what changes need to be made. Often, reflexive feedback builds on prior exchanges where a leader has given feedback to the teacher. The teacher then processes that feedback and collaborates with the leader on what needs to happen next. What does the teacher need to achieve their goal? For example, the teacher may recognize that they need more training, a specific resource or planning time. 

Instructional leaders may decide in the moment which kind of feedback is appropriate for the situation and individual teacher, and recognize that they might use more than one type in the same conversation. Asking questions and being genuinely curious about teachers’ experiences can help a leader see learning from a teacher’s perspective. By gathering more personalized information, leaders can help teachers prioritize the right areas for greatest growth.

4. Ensure the Cycle of Learning is Continuous

When conducting classroom learning walks, instructional leaders may notice some things going well and other things that could be tweaked to optimize student learning.  As educators try new strategies to meet the needs of their students, there is an expected learning curve. As Brene Brown says, “If we are brave enough often enough, we will fail; these are the physics of vulnerability.”  It’s critical that instructional leaders understand this in order to help nurture a continuous learning environment. Mistakes and failures are a natural part of the learning process. The key is to ensure that the teacher is learning from those experiences and trying to improve. 

While meeting with the teacher to discuss the learning walk, collaboratively discuss what went well and how to intentionally improve instruction.  If a teacher was trying new ways to reach students but those techniques didn’t go as well as planned, praise their effort.  Next, collaboratively decide on an action step the teacher can try prior to the next learning walk. Record that action step on the Classroom Learning Walk and later follow up with the teacher to discuss how it went.  This cycle will help create a culture where educators can count on the support of learning walk feedback for continuous growth.

5. Commit to Frequent Learning Walks

Learning walks do not have to take up a large portion of the day. While a full teacher observation might take the whole class period, a learning walk is usually briefer and more focused. In fact, research shows that learning walks should only last between three and ten minutes. This requires leaders to hone in on a specific goal so they can collect relevant data efficiently. Limiting the amount of time spent observing an individual teacher also allows leaders to visit more classrooms more often, giving them a better sense of the overall instruction taking place across multiple classrooms.

Learning walks are a visible sign of an instructional leader’s commitment to instructional improvement. By intentionally embedding learning walks into a leader’s consistent practice, they can serve as a transformative tool. The more often the learning walks occur, the more likely they are to become a part of the school culture. Students will become more comfortable with observers in the classrooms, teachers will understand instructional leaders are not there to judge but to collaborate, and leaders will gain a better understanding of how to best lead the school.

If you’d like more tips on leading intentional growth in the classroom, my new book Intentional Instructional Moves features strategies and tools to support educators as they elevate their classroom practices. 

For more information on coaching, see my previous book, Coaching Redefined. 

Get in Touch 

Please connect with me to share your own Learning Walk ideas or ask for assistance. We truly are all in this together.

Twitter: @Sherrystclair

Facebook: Sherry St Clair

Instagram: Sherryst.clair

Website: Reflective Learning, LLC