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This episode walks through the steps of a practice in which instructional leadership teams can identify trends in pedagogy across classrooms. We’ll focus on how to collect data that centers student experience over teacher actions and what to do once the trends are identified.
We know from Hattie’s (2018) research that collective teacher efficacy has a bigger impact on student learning than anything other factor studied. Teachers, like students, are also more invested in what they co-create or choose for their own learning.
In a learning walk, a team visits several classrooms to identify team-wide or school-wide trends. Takeaways are shared out, highlighting strengths and successes and identifying a next step(s) to support an area of growth. The focus on broad trends instead of specific teachers’ skills lowers the stakes and fosters a culture of collective growth.
What are the steps?
To help you implement Learning Walks in your school or district, I’m sharing my Learning Walk Protocol slide deck with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 143 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
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Lindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership.