Learning Walk Protocol Norms “Focus on the Learning not on the Teaching” Before the Visit: · Determine the host and walker(s) · Agree upon a time, length, and focus for the learning walk · Consult with your host to determine location in the classroom and level of interaction with students · Decide whether walker(s) will be taking paper/pencil notes or digital notes · Determine agreed upon time and location for walker(s) to debrief · Determine agreed upon time and location for debrief with host During the Visit: · Note student behavior/learning as it relates to the learning focus · Highlight ideas and strategies that benefit the walker/host (The visit should not be evaluative) After the Visit: · Debrief in a private area and not in the hallway · Submit a digital copy of feedback the day of the visit · Use one digital form per learning walk (individual or team) · Honor the agreed upon time to debrief with host Learning Walk Protocols designed by Rockingham County Schools, NC An Example of Instructional Leadership A learning walk is described as a non-evaluative observation of a colleague, focusing on student learning and not teaching. This represents an example of how a teacher could develop instructional leadership in school with an informal leadership role. The program may be implemented during teacher planning time and teachers could provide class coverage for colleagues during learning walks. The overarching competencies from the Teacher Leadership Competencies diagram that the learning walk addresses are interpersonal effectiveness and reflective practice. Teacher leaders develop interpersonal effectiveness by becoming familiar with the skills needed to support colleagues, seeking opportunities to build trust with colleagues and fostering others’ development. Reflective practice is demonstrated by modeling effective instructional practice and aiding others in understanding and using reflective analysis. If an educator implements this program in their school, they are also addressing continuing learning and education with their colleagues. By designing learning opportunities for educators around common professional goals, educators move toward the “performing” and “transforming” levels of the Teacher Leadership Competencies. The learning walk protocol demonstrates leadership in the NC Professional Teaching Standards in Standard I (teachers demonstrate leadership) and Standard V (teachers reflect on their own practice). Educators reap the benefit of best practices shared by their colleagues and by debriefing, all stakeholders use the opportunity for reflective practice to improve student learning.

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