...A collaborative coaching process to be modeled and experienced with partners, grade-level teams, content area teams, and/or leadership teams

The application and transfer of High-Leverage Practices are what matters most in high performing inclusive schools. The Learning Walks process was inspired and adapted by the Arizona Department of Education Solution Team and Pena Blanca Elementary teachers in 2008, by Sandra C. Figueroa M.Ed. former principal.

The purpose of the process is to assist educators in staying focused on what matters most in inclusive learning environments, instructional practices, student interactions, and student engagement. Another purpose is to collect evidence of shared professional learning and collaboration over time.

CAUTION!

The Learning Walks document is not a list to be checked off. Rather, it is a tool to collect trends over time, capture evidence of shared learning and learning conversations, and establish a common language of effective teaching and learning.

The process assists educators in building an intellectual culture of trust by breaking down invisible classroom walls, releasing unspoken fears, and it is a viable tool to create a safe place to question and clarify, become critical friends, and deepen personal, peer, and team learning in a school community.

Before the Learning Walk:

1. Inform the primary and intermediate classroom colleagues that you are going to visit their classroom.

2. Decide how you will be observing your colleagues (partners, grade level teams, and/or leadership teams).

3. Review the Learning Walk attributes together before starting to establish a common language.

4. Plan to start small. For example, each team member may pick one quadrant in the Learning Walk observation tool to observe (Learning Environment, Instructional Practices, Student Interaction, or Student Engagement). Rotate quadrants so that everyone has a chance to observe them all, if possible

5. Fill in all the details at the top of the Learning Walks before you enter the classroom (Observer name, date, grade, number of students in the class, etc.)

During the Learning Walk:

1. Visit the classroom and tally only once if you see evidence of one of the artifacts on the Learning Walks and note evidence of the learning in the comments section. Quote the teacher and/or the student language as evidence to provide specific and immediate feedback.

2. Step outside the classroom and huddle with your team to go through the positive artifacts of learning you collected as a team.

3. Take turns sharing aloud the positive artifacts you collected, what you noticed, and why it was important.

4. Prepare to write your specific feedback to the teacher and the students by sharing your thinking with your colleagues before writing. Take turns sharing your thinking.

5. Summarize and write one attribute you would like to celebrate on a sticky note to your teacher and /or students. Avoid starting with… “I like” or “I noticed”. It is not about you! Instead, begin your note by naming the learning and stating why it was important for student learning. For example, When “ ___” Then “____” Why “ ____”.

6. Return to the classroom as a team. Ask teacher and students if you may interrupt the learning just for a moment.

7. Publicly celebrate the learning in the classroom by having each team member take turns naming the learning, why it was important, and celebrating the teacher and the students. Leave the sticky note with the teacher.

After the Learning Walks:

Leadership Team Role:

1. Model the Learning Walks process with an exemplary (K-2) teacher and an exemplary (3-5) teacher.

2. Submit the Learning Walks summary after every classroom observation (fall, winter, spring) to principal

3. Graph data

4. Share with all colleagues

a. Look for Trends

b. Identify strengths

c. Identify Needs

d. Set priorities for professional learning

Exemplary Teacher Role:

1. Model the Learning Walks process with grade level team

2. Submit the Learning Walks summary after every classroom observation (fall, winter, spring) to principal

3. Graph data

4. Share with all colleagues

a. Look for Trends

b. Identify strengths

c. Identify Needs

d. Set priorities for professional learning

Principal Role:

1. Collect the Learning Walks summary after every classroom observation (fall, winter, spring)

2. Graph data

3. Share with all staff

a. Look for Trends

b. Identify strengths

c. Identify Needs

d. Set priorities for professional learning

Learning Walks Tool

Learning Walks Interactive Crosswalk Tool (aligned with High-Leverage Practices, Universal Design for Learning, and College and Career Competencies)