Today I’m making a case for Calibrated Classroom Walkthroughs and why your team needs to know what they are doing before they step into classrooms. It sounds like a simple enough concept, but in order to move the academic needle, you need to understand how to implement effective classroom walkthroughs on your campus. For classroom walkthroughs to be effective, there are essential strategies your education team needs to utilize.
A School is Only as Good as its Teachers
School leaders are in the final stages of preparing for the school year. After a fresh look at their state assessment results and a hard look at the various school improvement initiatives, principals and school leaders are looking to determine the progress and growth of their teachers. A school is only as good as its teachers, and it’s the leadership team’s job to support their development. That is where classroom walkthroughs come in. It’s a simple strategy: get into the classrooms and find out.
It Takes Skill
Sounds simple, right?
In my two decades of experience as a principal, I can tell you that the answer is…yes and no.
Getting into a classroom is easy enough, but giving effective feedback based on the teachers’ needs requires many skills and targeted approaches. In order to inspire your teachers to want to get better, you must develop the right skill set and use effective approaches using input from the data collected in a walkthrough.
Moving the Academic Needle
Doing walkthroughs without having a strong skill set around that strategy can do the opposite of what you want it to. Without a plan, walkthroughs can create a culture of distrust and move your academic progress needle in the wrong direction, not to mention the potentially severe negative impact on school culture it can have. In short, your team needs to have a plan on how to give feedback that is aimed to differentiate and grow each staff member.
Where Do You Start?
So, where do you start? The first step is to form a team with all school site administrators who will provide feedback…even those not formally involved in the evaluation process. This is what I refer to as Calibrated Leadership Team Walkthroughs, a systematic approach to providing constructive feedback.
What is a Calibrated Walkthrough Leadership Team?
The Leadership Team Calibrated Walkthrough group is comprised of all licensed school administrators assigned to give feedback to teachers for the year, as well as instructional coaches. Instructional coaches are those who provide feedback even outside of the formal evaluation process. The principal trains this team in real-time to:
- Set expectations and the purpose of conducting and giving feedback
- Assign focus areas aligned with school goals
- Provide analysis of data collected and a review of student products
- Train team on how to provide professional feedback
- Create a team of leaders and learners
Why Calibrated Walkthroughs?
When conducted effectively, Calibrated Classroom Walkthroughs provide substantial benefits for school morale and measurable improvement in learning. Recent research highlights several key findings on the implementation and impact of calibrated classroom walkthroughs*.
Professional Development and Instructional Improvement
Compelling walkthroughs must be closely tied to professional development and instructional improvement efforts. While “Atta boy” and “atta girl” might pump up your teachers (who doesn’t want compliments?), that’s not enough. These affirmations should be embedded with observed, effective instructional practices.
For walkthroughs to be constructive, they must be integrated into a larger framework of support and development for teachers. When walkthroughs are perceived as isolated “gotcha” moments, they can be counterproductive. Instead, they should be seen as opportunities for growth, with clear communication of their purpose and connection to broader improvement goals.
Data Collection and Observer Calibration
High-quality data collection and observer calibration are crucial to effective Calibrated Classroom Walkthroughs. The Calibrated Classroom Walkthrough team must be trained to see and interpret classroom activities consistently and authentically so they are aligned with the school’s goals and have a consistent “language used” for written feedback. This process of calibration ensures that the data collected is reliable and actionable.
Building Trust and Relationships
Successful walkthroughs depend on a climate of trust between teachers, coaches, and administrators. For example, when teachers understand that the goal is to support and improve instructional practices rather than to penalize, they are more likely to engage positively with the process. Walkthroughs, therefore, should be part of a supportive, collegial environment where feedback is seen as a tool for professional growth.
Sustainable Quality Improvement
Research also suggests that classroom walkthroughs can be part of a sustainable approach to quality improvement in education because they contribute to both professional growth and curriculum development. Keep in mind this is provided they are conducted thoughtfully and with ongoing support for educators.
Challenges and Considerations
There are challenges to implementing effective walkthroughs, including the need for ongoing training and the potential for walkthroughs to be perceived negatively. This can happen if they are not well-integrated into a supportive framework.
- Observers need to be skilled in data collection and in providing constructive feedback that can lead to real improvements in teaching practices.
- The school leader must know the strengths and weaknesses of each administrator or coach for two main reasons:
- First, to understand how to grow each leader
- Second, to ensure the feedback is aligned with school priorities and written a way that invokes reflective thinking
The Problem with Assumptions
In my early days as a school principal, I made many assumptions about my leadership team’s strengths and weaknesses as school leaders.
First and foremost, I assumed my team had a basic understanding of what effective feedback means. While some did, many did not, and all had room for growth, no matter how many years of experience they had as school leaders.
What Calibrated Classroom Walkthroughs Can Do For Your School
Calibrated Classroom Walkthroughs, when well-implemented, can significantly enhance educational practices by:
- Providing valuable insights into classroom dynamics
- Supporting teacher development
- Contributing to overall school improvement
- Building school morale
- Moving the academic needle
Their success relies on:
- Proper training
- Clear communication
- Fostering a supportive and trusting environment
The Takeaway
Calibrated Classroom Walkthroughs are one of the most effective tools in a principal’s “toolbox”. Learning how to do them, and how to train your leadership team in best practices is one of the best things you can do as a school leader.
Up Next
Different walkthroughs school leaders can implement on their campuses.
Summer may be a break for students and teachers, but for principals, it’s a critical time for preparation.
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Citations
Colvin, G., Flannery, K. B., Sugai, G., and Monegan, J. (2009). Using observational data to provide performance feedback to teachers: a high school case study. Prev. Sch. Fail. Altern. Educ. Child. Youth 53, 95–104. doi: 10.3200/PSFL.53.2.95-104
Downey, C. J., Steffy, B. E., Poston, W. K. Jr., and English, F. W. (2009). Advancing the three-minute walk-through: Mastering reflective practice Thousand Oaks, CA, USA: Corwin Press.
Glickman, C. D., Gordon, S. P., and Ross-Gordon, J. M. (2017). Supervision and instructional leadership: A developmental approach. 10th ed. New York: Pearson.
Goldhorn, J., Kearney, W. S., & Webb, M. (2013, May). Classroom walkthrough practices: Lessons learned from 10,000 observations. National Forum of Educational Administration & Supervision Journal, 30(3), 21–28.
Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496–520.
Stout, J., Kachur, D., and Edwards, C. (2013). Classroom walkthroughs to improve teaching and learning. New York, USD: Routledge.
Rous, B. (2004). Perspectives of teachers about instructional supervision and behaviors that influence preschool instruction. J. Early Interv. 26, 266–283. doi: 10.1177/105381510402600403
Rouleau, K., and Corner, T. (2020). Classroom Walkthroughs: Where Data-Gathering and Relationship-Building Meet for School Improvement. McREL International.
Stout, J., Kachur, D., and Edwards, C. (2013). Classroom walkthroughs to improve teaching and learning. New York, USD: Routledge.