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Teacher and students gathered around looking down at a project

In a recent post for Education Week, Peter DeWitt details some of the problems with classroom observations. This got me thinking about the ways in which a school's or district's walkthrough tool could be reimagined from the ground up for the benefit of all parties involved.

Asking the Right Question

At their worst, walkthroughs are viewed as compliance checks with administrators strutting around schools and classrooms to enforce top-down initiatives. There's not much progress when teachers generally wonder, "How can I avoid getting in trouble?” rather than, "How can I collaborate with my administrators to improve things for students?" At their best, walkthroughs are viewed as a part of an ongoing formative assessment process that finds teachers and administrators engaged in a system of reciprocal accountability. They work together to improve students' results, their own professional development, and each other as people.

While there are many ways for a school or district to enhance its walkthrough procedures, reimagining the form used for collecting and sharing the information can be a valuable first step. Regarding the technology, I believe that any walkthrough tool should be created in Google Drive, as it's universally accessible, administrators can seamlessly share the information with teachers without print or email, and all parties shared on a document can synchronously collaborate on its content. After a school or district creates their desired form, it should be saved as a template, instead of starting from scratch each time.

5 Critical Elements

Technology aside, here are the five essential components of the new walkthrough tool. (For a more detailed description of these pieces, download this PDF.)

1. Summary

Often, administrators and teachers refer back to an old walkthrough form and cannot quite remember what took place on that day (making the feedback mostly useless). This section invites a brief, objective summary of what is seen in the classroom. To supplement (or replace) the typed summary, consider linking to a video of the classroom action, which can serve as a reminder of what transpired, as well as an opportunity for reflection -- on their own classrooms or each other's. In The Global Achievement Gap, Tony Wagner discusses how analyzing classroom footage is the best way for teachers to improve instruction.

2. Specific Feedback

Under no circumstances should this feedback involve any checklist. This is the equivalent of giving students feedback along with a grade -- the feedback (the key, differentiated component meant to move the recipient forward) is mostly ignored. In Embedded Formative Assessment (p. 109), Dylan Wiliam reveals that combining grades with careful diagnostic comments is a waste of time. When handed feedback and a grade, students first look at their grade. Second, they look at the grades of their classmates. Third, they ignore their feedback.

Aim for specific questions rather than general statements. There is a big difference between "How could you differentiate your guided reading groups based on level of reading comprehension?" and "You need to do a better job differentiating." The latter statement is vague and suggests that teachers know how to differentiate but have decided not to do so, while the former statement promotes inquiry and thought -- it is written as a question and gives teachers a clearer idea of possible instructional shifts. Working from an electronic document allows for administrators to link questions to resources that will support teachers in making these necessary changes.

3. Targeted Feedback

Unlike specific feedback, targeted feedback involves any observations related to current school or district initiatives. The form should reflect these initiatives with specific "I can" statements. "I can create higher-order thinking routines that promote deeper understanding of texts" is preferred to the ambiguous "Higher-order questioning."

A few more points to consider for specific or targeted feedback:

  • Write in bullet points instead of paragraphs, making it easy for the reader/teacher to pull out key points and ideas. In general, this makes the content less overwhelming.
  • Less is more. Consider a range of 1-4 bullet points. Keep in mind that targeted feedback cannot apply to all walkthroughs, as classroom instruction and learning won't always relate to school or district initiatives.
  • Feedback should focus more on student learning than classroom instruction. In Visible Learning for Teachers (p.86), John Hattie equates observations of effective learning with determining the best teaching method.

4. Teacher Reflection/Action Plan

If the form provides teachers with an opportunity to reflect upon the lesson and develop a four- to five-sentence brief action plan, eventually most teachers will not have to rely on administrator feedback to know what their next steps should be. Hattie calls this becoming the "evaluators of our impact" (p. 166) when teachers (and students) have the abilities to continuously assess the effectiveness of their work and adjust their actions accordingly. This section also gives teachers an opportunity for responding to administrator comments without a face-to-face conference.

5. Multimedia

In this section of the form, administrators can add multimedia (photograph, video, drawing, comic strip, etc.) related their feedback. Motivations might include piquing teacher interest or triggering laughter. These multimedia files could be dropped into a shared folder (such as Google Drive or Dropbox) for anyone in the same school or district to access. Images evoke emotion, making audiences much more likely to remember the content that accompanies it. This approach follows the ideas in Made to Stick, in which Dan and Chip Heath credit six key principles for memorable stories or ideas: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. Consider how many of these values could possibly be encompassed by just this multimedia section of the walkthrough form (or by all five sections that have been discussed).

Additional Factors

Revamping an inadequate walkthrough tool isn't enough to single-handedly transform school or district walkthrough procedures into success. There are many other factors to consider, such as administrators making time to visit classrooms, capable instructional leadership, clear expectations and common language around school or district initiatives, creating a culture of risk taking, etc. Nonetheless, reimagining the walkthrough tool is a necessary step in the right direction.

How would you recommend enhancing classroom walkthroughs?

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PrincipalMKelly's picture

A move from an ill-defined, checklist based walkthrough approach is overdue. The focus on specific goals, targeted feedback and follow-up mentioned in this post are key to improving both the culture and effectiveness of walkthroughs. I agree that we need to develop our own custom forms to best meet the needs of our school/district. I love the idea of embedding "I can" statements into the process and form. This models best practice for both teachers and students, by stating clear expectations. Adding a video clip example is also an interesting suggestion. This may take time for some educators to become comfortable with, however, will result in more effective and clear feedback in the end. This post gives a lot of ideas to consider when designed or "reimagining" classroom walkthroughs.

Ross Cooper's picture
Ross Cooper
Supervisor of Instructional Practice K-12, Salisbury Township School District

Mike, thank you for taking the time to read and respond. As we move towards more effective grading practices in our schools (i.e., standards-based grading), I do think it is imperative that we model best practice by ensuring that the "assessment" of both teachers and students are based on similar research-based practices. Also, (1) begin with the end in mind in regards to what you want to accomplish with your walkthrough tool, and (2) if your current tool is not setting the world on fire, why not change it?

Randy Ziegenfuss, Ed.D.'s picture
Randy Ziegenfuss, Ed.D.
Superintendent at Salisbury Township School District, Adjunct Professor at Moravian College

The use of video is an interesting addition to a walkthrough protocol. Not only does it serve as evidence, it also provides the teacher with the "external" perspective. It's like an actor watching themselves after being recorded. Inside your own skin, you "feel" things differently. A video becomes the concrete means representing the "outsider" perspective. That is why it is powerful.

I would also be interested to see what readers come up with in terms of actual walkthrough protocols. I agree with Mike that effective walkthrough forms are context sensitive, but it would still be interesting to see how others incorporate Ross's suggestions into the development process. It would also be interesting to see/hear reflection from both observer and teacher on the effectiveness of the added innovations.

Future post?

Ross Cooper's picture
Ross Cooper
Supervisor of Instructional Practice K-12, Salisbury Township School District

Randy, in regards to video, Jim Knight has a book that I can highly recommend, Focus on Teaching: Using Video for High-Impact Instruction. Also, I too would definitely be interested in how readers make use of the suggestions, as I have already had a few reach out. I also think it's important that schools/districts create their own forms, as (1) it does need to be contextually sensitive, and (2) the conversations taking place throughout the creation process can be invaluable. Thank you for taking the time to read and respond!

LisaLienemann's picture

Enjoyed these ideas and agree wholeheartedly. Thanks for the page reference for Visual Learning for Teachers-- helps me find sections I need to revisit! If I missed it in your bio...where is Salisbury Twnshp? Look forward to reading more of your blog!

Ross Cooper's picture
Ross Cooper
Supervisor of Instructional Practice K-12, Salisbury Township School District

Lisa, thank you for taking the time to read and respond. Salisbury Township is located in Allentown, Pennsylvania (Lehigh Valley), not too far from Maryland! I would love to hear about any walkthrough tools that you may be using.

LisaLienemann's picture

I know exactly where Allentown sister lives about an hour away in Berwick, PA, so I pass by Allentown on my way there. :-) I will definitely share what Kathryn(iisanumber) and I come up with in the way of a walkthrough tool. We will have iPads this year and I really like the video idea as a way to remind yourself of what was going on in the classroom when you visited. I can imagine that just watching a couple of minutes of video would bring back to your mind what you were thinking while you were in there.

Corinn's picture
4th Grade Reading/Language Arts & Social Studies Teacher

Are teachers in your school permitted to see the results of their walkthrough? At my school, we have several walk throughs per year and each walk through consists of a different team and has a different goal. During the walk through, the team visits about six classrooms (3 intermediate, 3 primary). After having a debrief of the walk through, the team drafts a letter to the staff sharing the glows (what stood out) and grows (what needs to be addressed) of the walk throughs. After that, individual teachers are welcome to see the notes that the team took from their classroom. Unfortunately, very few teachers take advantage of this opportunity.

Ross Cooper's picture
Ross Cooper
Supervisor of Instructional Practice K-12, Salisbury Township School District

Corinn, thank you for sharing. That definitely sounds like an involved process! Overall, as with most things, I think it's important to begin with the end in mind by asking ourselves, "What are we trying to accomplish?" Of course, our ultimate goal is always to better educate our students. If the current model isn't getting the job done, why not reexamine what's taking place?

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