Literacy walk banyule network

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Powerpoint about Literacy Walks.

Text of Literacy walk banyule network

  • 1. Literacy Walks

2. What is a Literacy Walk?

  • Focussed classroom observations
  • Real-time data to make decisions for:
  • -Improving literacy teaching
  • -School improvement planning
  • -Professional learning planning
  • School-wide reflective practice
  • Increased student achievement

3. Literacy Walk

  • The Literacy Walk is designed to assistin coaching for improved literacy practice in the classroom
  • Focus on a snapshot of classroom literacy practice:
    • Classroom environment
    • Student perceptions
    • Analysis of student work
    • Discussion & observation of teaching practice

4. Why a Literacy Walk?

  • Principal as Lead Learnerin the school with key responsibility for literacy improvement
  • Whole-school commitment to improving literacy practice
  • Provides opportunity to learn from and with each other

5. Focussed Observations

  • Must be built in an atmosphere of trust
  • Openness and confidentiality must be encouraged
  • Uses agreed protocols
  • Evidence based rather than judgemental
  • Observations of student learning
    • Discussion with students
    • Current task and displayed resources

6. What it is not

  • Not a personal judgement or evaluation of teachers, students, classroom or leaders
  • Not a focus on individuals
  • Not an opportunity to disrupt learning
  • Not sweeping observations or judgements
  • Not comparison between classes

7. Process NCSL: Getting started with Networked Learning Walks 8. 1. Agree on the focus

  • As a professional learning team, agree on the focus for the visit
  • identify the focus from professional learning
  • Identify what you would you expect to see
  • Identify what you might observe
    • Students
    • Teachers
    • Tasks

9. Focus on success

  • How will you create a shared responsibility for improvement?
  • What professional learning have teachers engaged in?
  • What will be the focus of the observation?
  • Who will participate in the visits and why?
  • How and when will feedback from data collected be provided to participants?
  • How will you select the classrooms to visit?
  • What resources will be required?
  • What is the role of students and how are they involved ?

10. 2. Establish the team

  • Shared responsibility for literacy improvement across the team
  • Shared understanding of purpose for visits
  • Clarity of focus for visit what is to be observed
  • Opportunity for learning about leading literacy improvement


  • Who will be observed?
  • Which classrooms?
  • What focus?
  • What questions?
  • What evidence?
  • What planning?
  • What processes?

12. 3. Prepare for the literacywalk

  • Agreement about focus for walk
  • Establishment of protocols
    • Ensure there is learning for each person involved
    • Ensure learning - rather than judgement is the focus
    • Support each person to prepare for thewalk
    • Gain commitment to the process


  • What is the focus of the Literacy Walk?
  • What pedagogy underpins this?
  • What professional learning has been undertaken?
  • What are the changes to literacy practice we would expect to see as a result of this?
  • What will we see and hear?
  • What evidence and data would be collected?

14. 4. Classroom visit

  • Provides a snapshot of classroom practice
  • Lasts no more than 15 minutes
  • Evidence gathered from 4 sources:
    • Classroom environment
    • Talk with students
    • Analysis of student work
    • Discussion & observation of teacher


  • Explicit teaching
  • Classroom organisation
  • Classroom management and behaviour
  • Student work samples
  • Displays of student work
  • Student engagement
  • Teacher student interactions
  • High level questioning
  • Student questioning
  • Student interactions
  • Small group interactions
  • Support and praise
  • Feedback

16. 5. Corridor Talk

  • Immediately after classroom visit, walkers take time to share evidence related tofocussedobservations(non-judgemental)
  • Focus on positives as well as constructive questions
  • Ensure observations are evidenced and data-driven
  • Note key issues for debrief meeting


  • Take time to make sense of recorded observations
  • Make list of evidence and data collected
  • Ensure discussion is free from judgement
  • What did you learn?
  • What questions do you have?
  • What next?

18. 6. Debrief and feedback

  • Walkers review evidence and questions raised during corridor talk and use this data to inform professional learning focus
  • Structure debrief to allow personal and group reflection
  • Feedback reflects observed practice
  • Focus on what to do next


  • What information will be fed back to teachers?
    • When?
    • Where?
    • How? Individual or group?
  • How will observations and implications be shared?
    • Then what?
  • How will the success be celebrated?
    • Who?
    • When?
  • What is the focus for next literacy walk?

20. Adults do not learn fromexperience,they learn fromprocessingexperience. Arin-Krupp as cited in Garmston & Wellman, 1997