As instructional leaders, CAOs, Directors of L+T or as a Principal, if we want to support great teaching and deepen student learning, we need to see what’s really happening in those moments—and all the ones in between.
That’s where learning walks come in.
What is a Learning Walk?
A learning walk is a brief, non-evaluative classroom visit that allows instructional leaders to observe teaching practices, student engagement, and learning environments in real time. Unlike formal observations, learning walks focus on gathering trends and insights to inform strategy, foster collaboration, and support continuous instructional improvement.
This idea is more than just a catchy saying—it’s grounded in research. Cognitive psychology has long demonstrated the primacy and recency effects: learners tend to remember what they hear first and last better than what’s in the middle. That means the way a lesson begins, and ends can have an outsized impact on what students retain. In addition, educational researchers like Robert Marzano and Doug Lemov emphasize that starting routines set the tone for learning, while strong closures help consolidate and make sense of content. The beginning and end of a lesson aren’t just transitions, they're high-leverage opportunities.
What Are the Different Types of Learning Walks?
Not all learning walks are the same. The type of walk you conduct should align with your instructional goals. For example:
- Instructional Strategy Walks focus on implementation of specific practices.
- Student Engagement Walks center on how actively and thoughtfully students are participating.
- Student Talk Walks pay attention to the quality and frequency of student voice.
- Culture and Climate Walks explore classroom environments and relational dynamics.
Each type yields different insights and can be customized to support your school's improvement priorities. For a deeper dive, explore this guide to Four Types of Learning Walks for Every School Leader.
How do learning walks support instructional leadership?
1. They Bridge the Gap Between Strategy and Practice
Too often, school improvement plans or initiatives stay on paper. Learning walks help bring those plans to life. When leaders regularly observe classrooms, they can see if the instructional strategies they’re promoting are actually being implemented—and if they’re having the desired impact on students. For example, when partnering with a district in New York, the instructional leaders and I visit classrooms to observe whether the Science of Reading pillars are being implemented in practice. This allows us to know what support teachers need in follow-up professional learning.
2. They Foster a Culture of Collaboration and Curiosity
When learning walks are positioned as learning with teachers, not about them, they shift the tone of school leadership. Teachers feel seen, not judged. And when leaders reflect on their observations alongside teacher teams, it builds trust and opens the door for meaningful instructional conversations.
3. They Keep Student Experience at the Center
Learning walks help leaders refocus on what matters most: students. What are students doing, saying, and thinking during lessons? Are they engaged? Are they challenged? By gathering real-time snapshots of learning, leaders can identify both bright spots and areas of need that might otherwise go unnoticed.
4. They Make the Invisible Visible
So much of what matters in a school isn’t captured in test scores. Learning walks help leaders see the nuance of classroom culture, the pacing of a lesson, the clarity of a teacher’s questions, and the subtle ways students show understanding—or confusion.
In a fast-paced school day, it’s easy to miss what’s taking place instructionally in a classroom - such as the first or last five minutes of class. But when leaders commit to learning walks, they’re committing to being present—really present—for the moments that make or break instruction.
They’re committing to learning alongside their teachers. And ultimately, they’re committing to building schools where every minute counts.
Frequently Asked Questions (FAQs)
1. What do you look for in a learning walk?
Leaders often focus on student engagement, use of instructional strategies, classroom environment, questioning techniques, and evidence of learning. The key is to look for patterns, not individual performance.
2. How is a learning walk different from an observation?
Learning walks are non-evaluative and focused on learning trends across classrooms, while formal observations assess individual teacher performance, often tied to evaluation systems.
3. What are the goals of a learning walk?
The main goals include:
- Understanding instructional trends
- Supporting teacher development
- Identifying areas for professional learning
- Keeping student experiences at the center
4. How long should a learning walk last?
Typically, a learning walk lasts 5–15 minutes per classroom. The brevity allows leaders to visit multiple classrooms in a short time and gather broad insights.
