2016_17 Learning Walks

Learning Walks

Learning Walks/Peer Observation Model

Bremerton Model-Linda Sullivan Dudzic
Classroom observation both horizontally and vertically enhances learning and collaboration. The
Bremerton School District model, in Bremerton, Washington, which was the design used for the Pre K –
3 Initiative model, implements a “one up one down” model of classroom observation to ensure the
grade below and grade above are incorporated into the learning model through classroom observations.
Bremerton School District has also adopted “Learning Walks” for the P3 program as a professional
development opportunity. The Learning Walks provide an opportunity for teachers and administrators
to set their own learning goals, and observe and exchange information that directly benefits students.
The components include: teachers set goal, focus on students, no writing in the classroom by
observers, no teacher quality comments in write ups, teachers gather information and visual images
to describe what quality looks like; research is also shared in the observation conversations.

Instructional Rounds-Dr. Richard Elmore
Instructional Rounds is a more formalized model and guidelines are attached for your review. This
theory of actions involves: Visit, Observe, Discuss, Analyze, and discussion of possible strategies.

Both classroom/peer observation models described above recommend collaboration from one another
and classroom visitations to maximize learning. Both models include focused classroom visitations with
opportunities for teachers to meet and discuss evidence of learning and next steps to enhance student
learning.

Regardless of the observation model a school determines best fits their school culture, research
supports an observation model to enhance student learning and promote professional development and
collaboration among teachers.

Observation Template/Sample
An observation template is included to document evidence of established goals and agreements.
Documentation should be done at the end of each classroom visit to record evidence of achievement of
agreed upon goals. Categories on the template include: Focus Area and Teacher and Student Evidence.

See template on next page.

Note:
Observations are designed to determine best practice for student engagement in learning.
Observations are meant to enhance student engagement and learning, not to evaluate or to pass
judgment on teacher performance.

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Learning Walk Observation Sample Template at___________ School

Focus Area Teacher Evidence Student Evidence

What it means to be a scholar
1.Classroom system recognizes
achievement
2.Student roles and responsibilities
reflect leadership and respectful
interaction
3.SLANT is utilized in each class
4.Use of Tone Zones are used to
identify volume in and out of class
5.There are common student
response starters
Self- regulation practices are
evident

Promoting Student Talk Time
1.Whole and choral response
2.Think-pair-share with sentence
frames and academic language
3.Hand and Finger signals to show
agreement, understanding
4.Set roles and expectati0ns for
partnering and team work
5.Check level of understanding and
monitor progress

GLAD Strategies
1.Using SCOUTS to identify peers
that are prepared, working hard, or
being kind and utilizing SLANT and
responding to common attention
signals
2.T-Graphs
3.Signal word using academic
language
4.Utilized integrated unit format
with content and Language Arts
imbedded
5.Utilizing Fab Five to deliver
instruction
Common Attention Signals
1.Call/response signal five to zero,
clap/response, chimes

Conflict Resolution
1.I statements
2.Second Step-Name, identify
solutions
3. Restorative Practices

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Instructional Rounds
Theories of Action

What is Instructional Rounds Theory of Action?
• Instructional Rounds are an adaptation and extension of the medical rounds model.

o Visit
o Observe
o Discuss
o Analyze evidence
o Discuss possible treatments

• Instructional Rounds Theory of Action:
a. Identifies quality instructional practice
b. Eliminates teacher isolation
c. Promotes collaboration among teachers
d. Supports a formal observation team of teachers, administrators, and extended learning
partners
e. Promotes walkthroughs, networks and improvement strategies
f. Everyone is responsible for instructional improvement
g. Educational improvement circles such as PLC’s, critical friends or study groups
h. Connects classroom observations and improvement strategies
i. Requires the team to focus on a common problem of practice

• There are four steps to Instructional Rounds Theory of Action
1. Problem of Practice
2. Observation Cycle
3. Debrief
4. Next level of work

• Instructional Rounds documentation includes:
1. Description of Problem of Practice
2. Analysis of evidence
3. Predictions/recommendations

• Instructional Rounds Create:
1. Common understanding of instructional practice
2. Powerful teaching
3. Relationships between teachers and students
4. Common classroom routines and environments
5. Common language
6. Best Practice for all to see
7. Identifies professional development needed

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Instructional Rounds
Planning Session Prior to Observation
1. The grade level or cross grade level team meets to determine observation topic; or use established
school, grade, or department goals
2. The team selects a coordinator to ensure subs and observation schedule are completed. (Usually
principal or facilitator, or lead teacher)
3. The group selects the “Practice” to be observed and evidence of
desired outcomes. These are documented for observer use.
4. Observations are scheduled by principal or team lead.
5. Observations are focused on student response to learning.
6. Observation teams are formed.
7. Each observer, who comprises the team, teachers, administration, extended learner partners, agrees
to complete documentation during the observation.
8. Select the date and time for the observations well in advance of the observation.
9. Rotate observations so all teachers observe one another. Secure subs to accommodate schedule.
10. Schedule a debrief at the end of the same day the observations are completed.
11. Teachers share their own observations.
12. Observers provide feedback regarding evidence of outcomes.
13. PLC/grade level teams develop strategies for continued success and potential refinement based on
feedback for implementation and future observations.
14. Schedule the next Instructional Round observation and repeat the process three to four times
annually if possible.

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Instructional Rounds
Desired Outcomes by Category

Pre K
(Based on CLASS Observation Tool)

Emotional Support Classroom Organization
1. Positive Climate (PC) 1. Behavior Management (BM)

a. Relationships a. Clear behavior expectations
b. Positive affect b. Proactive
c. Positive Communication c. Redirection of misbehavior
d. Respect d. Student behavior
2. Negative Climate (NC) 2. Productivity (PD)
a. Negative affect a. Maximizing learning time
b. Punitive control b. Routines
c. Sarcasm/disrespect c. Transitions
d. Severe negativity d. Preparation
3. Teacher Sensitivity (TS) 3. Instructional Learning Formats (ILF)
a. Awareness a. Effective facilitation
b. Responsiveness b. Variety of modalities and materials
c. Addresses problems c. Student Interest
d. Student comfort d. Clarity of learning objectives
4. Regard for Student Perspectives (RSP)
a. Flexibility and student focus *Third Grade predictors for observations is
b. Support for autonomy and leadership recommended: Small Group Instruction,
c. Student expression Collaboration, Oral Language Development,
d. Restriction of movement Vocabulary Development, Scaffolding Instruction,
and Metacognition (evidenced based learning)
Instructional Support
1. Concept Development (CD) 24

a. Analysis and reasoning
b. Creating
c. Integration
d. Connections to the real world
2. Quality of Feedback (QE)
a. Scaffolding
b. Feedback loops
c. Prompting through process
d. Providing information
e. Encouragement and affirmation
3. Language Modeling (LM)
a. Frequent conversation
b. Open0ended questions
c. Repetition and extension
d. Self and parallel talk
e. Advanced language

Instructional Rounds
Desired Outcomes by Category

K-3
(Based on California Standards for the Teaching Profession)

1. Student Engagement 2. Classroom Environment
a. Multiple levels of support for student a. Safe, organized, respectful environment
achievement b. Environment offers choices for learning
b. Differentiation is incorporated c. Clear plans for learning and behavior are
c. Students are motivated to learn evident
d. Students interact with the teacher and one d. A collaborative, positive environment is
another evident
e. Clear connection between lesson goal and
student engagement

3. Instructional Strategies 4. Classroom Management
a. Variety of strategies a. Students are engaged in a variety of
b. Assessments built in to inform instruction learning activities
c. High expectations for learning b. Lessons are paced to keep students
d. Built in rigor engaged
e. Students clearly understand concepts and c. Ethics, integrity, social justice, and fairness
expectations are evident
f. There are frequent checks for
understanding

5. Collaboration Among Students and Teachers, 6. Student Application or Extension of Learning
Instructional Assistants, and Parent Volunteers a. Students engage in self assessment, goal
a. Instruction focused on student needs are setting, and monitoring own learning
evident among support providers b. Students, staff, parents use technology to
b. Parents are incorporated as partners in communicate learning goals and
learning achievements
c. Use of technology to differentiate learning
is evident

*Third Grade predictors for observations is recommended: Small Group Instruction, Collaboration, Oral
Language Development, Vocabulary Development, Scaffolding Instruction, and Metacognition
(evidenced based learning)

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Sample Instructional Rounds/Learning Walk
Peer Observation Form

Each observer completes this form.

Grade Level Team A or B
Time Subject
Teacher Observer
Classroom #

Problem of Practice K-3
Pre K 1. Student Engagement
1. Emotional Support 2. Classroom Environment
2. Classroom Organization 3. Instructional Strategies
3. Instructional Support 4. Classroom Management strategies
5. Collaboration among students and adults
6. Student application or extension of learning
7. Third Grade Predictors-Small Group Instruction,

Collaboration, Oral Language Development,
Vocabulary Development, Scaffolding
Instruction, and Metacognition (evidence
based learning)

1. List the desired outcomes/evidence for the observation per teachers being observed.

2. List evidence of desired outcomes as listed above observed by the observer.

3. List suggested strategies for future observations to accomplish requested outcomes.

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4. Additional comments.
Bring this form to the team debrief session and submit to the team leader.

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