Conducting Walk-throughs
Purpose: a walk-through is an informal observation. Its purpose is to take an initial pulse-reading, an
opportunity to begin collecting data for teachers to identify strengths, potential areas for growth, and to
maximize student engagement through a mentor-teacher coaching conversation.
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A Walk-through is….
a way to see the “big picture”
a way to visit several teachers in a short
period of time
a way to begin developing data-based
needs assessments
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A Walk-through is not…..
an evaluation
a formal visit
an interruption
a time to converse with the teacher
LONG
Setting up your walk-through appointments
Step 1: It is a good idea to let your teachers know that you will be conducting 5-10 minute walk-throughs. Be
sure to explain that these visits will focus on classroom management and please share a copy of the tool you
will be using for this visit.
Step 2: Ask yourself the following questions as you complete the classroom management tool during your
observation.
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Do students know what to do, when, and how to do it (Expectations)
Does the teacher use Attention Prompts to focus instruction that will follow? (Attention Prompts)
Does the teacher move purposefully around the room? (Proximity)
Does the teacher give students a kinesthetic way to indicate they understood are ready, need help,
or have completed a task? (Signals)
Is the teacher’s tone and verbiage appropriate for the situation? (Voice)
Does the teacher use positive, clear and effective reinforcement to clarify, maintain or re-direct
behavior? (Cueing)
Does the teacher focus and sharpen students’ engagement through questioning strategies and
engaging activities? (Tasking)
Has the teacher provided specific times for beginning and completing work? (Time Limits)
Step 3: Reflection
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Leave the completed walk-through tool with the teacher as you leave the classroom.
Within the week, visit with the new teacher to facilitate a reflective conversation.
Some possible reflective questions you could ask:
1. How is the data from the walk-through tool reflective of your average day?
2. What questions do you have about terms and definitions?
3. What questions do you have about the data?
4. What strengths does the data suggest?
5. What might my role be in assisting you with classroom management?
6. How would this information support your progression on your PG&E?