Monitoring Mechanisms
In all mechanisms the participants use a consistent tool or protocol aligned to the Strategy Implementation Guide to guide observations and discussion.
Purpose / Time / Participants / Follow-Up AfterGhost Walk / To examine classrooms without students present. / 1 hour / Principal, assistant principal, teachers, building leadership team, coaches, professional learning community. / Summary of data collected: evidence and wonderings processed with entire faculty.
Capacity-Building Learning Walks / To collect data, looking for evidence of implementation of effective practices and gaining insights into next steps. / 1 hour / Principal, assistant principal, teachers, coaches, and other members of building leadership team. / Summary of data collected: evidence and wondering processed with entire faculty.
Faculty Learning Walks / To involve entire faculty in visiting classrooms. / All day during planning periods / Principal, assistant principal, and whoever is available each period or time segment, ultimately involving the entire faculty throughout the year. / Summary of data collected: evidence and wondering processed with entire faculty.
Survey / To collect frequency of implementation and perception of teachers related to their use of the strategy. / Minimal dependent on delivery / Instructional participants responding. Principal, assistant principal, and members of building leadership team gathering data. / Summary of data collected: evidence and wondering processed with entire faculty.
Peer-To-Peer / Teachers choose a learning partner fromtheir grade/content area and observe for 20-to-30 minutes using the same observation tool. / 40 to 60 minutes / Teachers, instructional coaches. / Peers share evidence collected with each other and wonderings with leadership team.
Video Feedback / Begin by watching the videos of other teachers, moving to self-observation, to sharing videos with trusted partners and then school team. / 40 to 60 minutes / Teachers, instructional coaches, members of leadership team. / Summary of data collected: evidence and wondering processed with entire faculty.
Expert Coaching / District and other school based coaches provide observation and feedback as well as covering the classroom, so a teacher can observe a particularly skilled colleague focused on a specific strategy. / 40 to 60 minutes ongoing / Teachers, instructional coaches and other external instructional leaders. / Summary of data collected: evidence and wondering first processed by coaches then shared with entire faculty.
Co-Planning / Working in PLC’s or grade level teams where teachers plan specific lessons together based on incorporating specific strategies and practices into lessons. / 40 to 60 minutes ongoing / Teachers, instructional coaches. / Collect formative student assessment data for later PLC discussions and de-briefing and for further refinement.
Interview/Survey Students / De-brief with students after Learning walk or lesson. / 5 to 10 minutes per opportunity / Principal, assistant principal, and whoever is available each period or time segment, ultimately involving the entire faculty throughout the year. / Summary of data collected: evidence and wondering processed with entire faculty.
Sharing Teacher Artifacts / Teachers gather and share a collection of materials to highlight evidence of their teaching practices related to a strategy.Examples of materials include
•Teacherlessonplans
•Schedules, assessments, assignments
•Student work samples
•Videos of classroom instruction and interaction
•Scoring rubrics / Ongoing collection with 60 minutes to share with grade level colleagues and building level teams. / Teachers, instructional coaches. / Summary of data collected: evidence and wondering processed with entire faculty.
James-Ward, C, Fisher, D., Frey, N., & Lapp, D. (2013) Using data to focus instruction improvement. Alexandria, VA: ASCD
Feldman, K. (2016). Actionable Feedback for Teachers: The Missing Element in School Improvement. Retrieved September 6, 2017, from
09.06.2017