Leadership in Action: Learning Walks for School Growth

During learning walks, a principal should focus on several key elements to ensure a productive learning environment and to promote continuous improvement in teaching and learning. These walks, typically brief, non-evaluative classroom observations, serve as valuable opportunities for principals to gather real-time data on instructional practices and student engagement.

1. Classroom Environment:

A principal should first observe the physical and emotional climate of the classroom. Is it welcoming, organized, and conducive to learning? Look for clear routines, effective classroom management, and a safe space where students feel comfortable participating. The arrangement of desks, presence of instructional materials, and overall cleanliness can influence learning.

An engaging environment is often characterized by displays of student work, which fosters a sense of ownership and pride. Additionally, assess the classroom culture—do students interact respectfully with each other and their teacher? Are positive behavior expectations visible and enforced consistently?

2. Student Engagement:

One of the most important aspects to observe is how engaged students are in their learning. A principal should focus on whether students are actively participating in lessons, asking questions, collaborating with peers, and applying critical thinking skills. Engagement goes beyond compliance; it’s about whether students are genuinely invested in the learning process.

A principal can gauge this by observing body language, attentiveness, and the types of questions students ask. Differentiation should be evident, meaning that instruction meets the varied learning needs of all students, including those who may need additional support or those who are advanced.

3. Instructional Strategies:

During a learning walk, the principal should note the instructional strategies teachers are using. Are they aligned with school-wide goals and best practices? Effective teaching involves a range of techniques, including direct instruction, inquiry-based learning, group work, and technology integration.

The principal should look for evidence of scaffolding and how teachers are breaking down complex concepts. Are teachers asking higher-order thinking questions that push students beyond basic comprehension? The use of formative assessments to check for understanding is also critical. The principal should observe how teachers adjust their instruction in response to students’ needs.

4. Alignment with Curriculum and Standards:

The principal should assess whether the instruction is aligned with the school’s curriculum and state or national standards. Lessons should have clear objectives, and these should be visible to students, either on the board or embedded within the instruction.

The principal should be able to see connections between the lesson content and the broader curriculum, ensuring that students are progressing through essential skills and knowledge that will prepare them for future learning.

5. Feedback and Assessment:

Another focus of learning walks is how teachers provide feedback to students. Effective feedback is timely, specific, and constructive. It should help students understand their strengths and areas for improvement.

The principal should also look for how teachers use both formative (ongoing) and summative (end-of-unit) assessments to guide instruction and measure student learning.

6. Use of Data:

Finally, a principal should observe how data is used in real-time. Are teachers adjusting their instruction based on student performance data? Are interventions in place for students who need additional support?

The use of data to inform teaching is crucial for continuous student improvement. By focusing on these elements, a principal can gain valuable insights during learning walks to help foster a collaborative and reflective school culture that promotes high-quality instruction and positive student outcomes.