It is more than halfway through the school year…testing is in full swing…there appear to be more IEPs on your calendar than days left in the school year…completing summative evaluation conferences and final evaluation reports is looming large…and I am supposed to have time to get into classrooms? If you can relate to this sentiment, you are not alone. This is a very busy time of year and the last day of school is fast approaching.
Why start now?
This can be an ideal time to get out of your office and explore some best practices for conducting daily classroom walk-throughs. Conditions will never be perfect and there will always be reasons to not begin. This practice is developed in phases and the first phase can be the most challenging. Committing to two 5-minute classroom walk-throughs each day doesn’t seem like it would have much impact, but when these 5-minute visits have a laser-like focus on say, teacher and student interactions, you will be surprised at what you will be able to observe about the learning environment and how each student is engaging within that environment. Including a 5-minute reflection on your observations will greatly increase your impact in the long run.
There are a few key elements to the classroom walk-through that set it apart from other classroom visits. Adhering to these will greatly improve the return on your time investment.
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- Smile the whole time you are in the classroom
- Give your full attention to what is happening (no answering calls or texts)
- Catch the attention of the teacher before you leave, nod, and give a silent thank you.
Exploring what times of the day throughout the week are easiest to carve out 15 minutes will be one of the main objectives at this time. There may be a particular day of the week when afternoon visits are more practical than morning visits. You may find that right before or right after recess/break/lunch is the best time to consistently do your walk-throughs. It will not be easy to create and maintain your Two-A-Day habit. You may find yourself missing days and then wanting to give up. James Clear, author of Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones, says it best “Never miss two days in a row.” Adopting this mindset can take some of the pressure off of being perfect and keep this from becoming a dreaded chore.
By beginning this practice now, you will be getting teachers and students used to seeing you in classrooms every day observing what they are doing. You will also find your best practice for taking a few minutes to reflect and record what you observed and how it impacts your sense of exemplary practice in this area of teaching.
An Example of How This May Be Accomplished
1. BEFORE THE WALK-THROUGH
Determine a focus for the remainder of the school year, for instance, the social-emotional classroom environment.
Connect the focus to a particular California Standards for the Teaching Profession and related evidence of practice, for example:
CSTP 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.
Possible Look-Fors:
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- Teacher models fairness and respect; Teacher uses student names; “please” and “thank you”
- Student ideas and responses are accepted and valued
- Teacher provides opportunities for all students to participate in activities and discussions; individual whiteboards are used for guided practice
- Teacher uses strategies to equalize student response opportunities; a class deck of student names or popsicle sticks with names are used
- Multiple viewpoints are encouraged and accepted
- Students share responsibility for maintaining a positive classroom climate
***Full document for CSTP evidence of practice can be found at Yolo-Solano BTSA Induction Program
2. DURING THE WALK-THROUGH
Continue to ask yourself: What evidence of exemplary practice am I observing? Remain focused on the evidence of practice for the area you selected, despite your propensity to notice lots of other things…like what curriculum is being addressed or dates on the posted student work.
3. AFTER THE WALK-THROUGH
Jot down teacher/room number, date and time of day, and a few notes about the walk through. The key here is to record objective observations, without judgment, that document the evidence of practice you observed. Refrain from noting what you did not see or what you think you should have seen.
Looking Ahead
Ultimately, you are building a foundation for the development of feedback strategies that invite ongoing conversations with teachers, developing a learning-focused relationship with each teacher. Here is a post that provides more detail about this.
You are also strengthening your understanding of what exemplary practice looks like at your school. In addition to developing a common language to talk with teachers about their practice, you are beginning to intentionally shape the culture of your school. Below are links to a series of posts that give a step-by-step guide:
I would love to hear about your best practices for regularly visiting classrooms and the conversations you have with your teachers about their practice. Until next time…
- Part Four of Building a Learning-Focused Culture in Four Parts: Evaluating Progress - September 20, 2022
- Part Three of Building a Learning-Focused Culture in Four Parts: One Classroom at a Time - September 30, 2020
- Part Two of Building a Learning-Focused Culture in Four Parts: Taking Stock - September 14, 2020
