Vision: We are Lifelong Learners who aspire to Excellence

Protocols for School Leaders’ Learning Walk Throughs


Walk-through observations of actual classroom practice provide valuable information about how well written documents align with what actually happens in classrooms. Walk-throughs are brief but often to enable leadership members  to spend a short time in each classroom. Because these are quick snapshots of what occurs in a classroom on a given day at a given time, it is valuable to conduct several walk-throughs varying the day of the week and the time of day you visit.

The walkthrough provides for regular opportunities to visit the classroom.  It can provide opportunities to gather data, which is then followed by reflections, feedback and setting future goals. The focus is aligned with the School’s Vision, Charter, Strategic Plan  and Annual Plan with an emphasis on Literacy.

Walkthroughs provide opportunities for teachers to focus on effective learning and teaching and reflect on teaching practice, school wide goals and alignment with the school’s vision and values and strategic plan.  

Walkthrough feedback: use of blogs to give feedback after a classroom visit and for teachers to reflect on feedback and to comment and identify areas for development.

Learning Walk Procedures

(students are not required to stop their learning for a greeting)

1.        Planning for Learning Walks

The purpose- specific indicators and format of the feedback are linked to your teacher inquiry, personal goals, self reflection, school wide targets, annual plans

2.        Observing

           Observations are unobtrusive, weekly planning must be visible and planning for  

           that lesson must be accessible at any time during the day e.g. paper, digitally.

Assessment information and analysis needs to be available to show the alignment    with the planning and assessment data. (How is your assessment information informing your planning?)

Observations follow and record the pre-planned focus (Literacy-incl use of ICT,  

catering for Maori learners, SOLO).

3.        Giving Feedback

           Report back clearly and succinctly on the agreed indicators on personal learning


           Keep the feedback about the teaching and learning, not about the people.  It could  

include visual, verbal or oral feedback on your blog. It could include student voice  as well.  It will include questions about what next steps could be.

4.        Receiving Feedback

           Open minded.

           Reflect on the feedback on the blog and respond reflectively, including next steps,    

           within a week. Response could be oral, pictorial to support your reflections.

           Reflections could include adding questions to be clarified by the Leadership Team.

5.        Now What? / Evaluation

Decide how the feedback will be used to enhance teaching and learning and student achievement.

Vision:  We are Lifelong Learners who Aspire to Excellence

AREAS OF FOCUS- (refer to Oaklands Strategic Plan)

“ What are you learning and why?”


Term 1- informal visits

Term 2- focus and feedback programme

Term 3- focus and feedback programme

The Literacy Leader’s Walk Throughs may have a slightly different focus e.g. in 2014 Jan will be focusing on Priority Learners, their progress, programme differentiation, engagement of students, strategies teachers are using etc. to meet the school’s targets 2014 and priority students’ achievement .