Learning Walk Protocols

1

Non- Negotiables

• Learning Walk Observations are about what is happening in the classroom, not what you would have done.

​

• Do not judge, only observe.

​

• Learning Walk Observations are tied to an identified focus. Stay as connected to the focus as possible.

​

• Learning Walk Observations should impact learning as minimally as possible. Do not engage with students or teachers unless the instructional activity allows for.

​

• Learning Walk Observation groups should include instructional coaches and available administrators, and a shared debrief will focus on what was observed during the Learning Walk.

​

• Learning Walk Observations do not include teacher modeling, as it is not the most efficient way for our team to safely grow teacher and student ownership.

2

Process

Before Learning Walk

• Identify an area of focus as a group
• If relevant, identify targeted question(s) for the area of focus
• Additionally, use the appropriate observation guides which can support the focus
• Review protocols for observation and non-negotiables for process

​

During Learning Walk

• Using the Learning Walk Note-Taking guide provided
• Make note of anything not captured on the observation guide that you believe is tied to the area of focus
• Leave a sticky note of appreciation for the teacher and students

​

After Learning Walk

• Share observations
• Identify common themes across classrooms
• Discuss next steps�

​

3

Timing

Observation: Spend 12 minutes in each classroom: observation.

​

Learning Walk participants “look and listen” to the learning and take notes on any evidence that links to the focus. Be broad in observations (see following slides for guidance) and speak to students and teachers only if the learning allows for such interactions: it should not disturb instruction.��Corridor Chat: Spend 8 minutes in the hallway sharing observations.��Learning Walk participants should find a quiet area in the hallway. When chatting in the hallway, this is a time to share observations, not open discussion or judgements. The observations must be rooted in evidence that is specific to the area of focus. �

4