Formative Classroom Walkthroughs 
Presented by Connie M. Moss and Susan M. Brookhart

This webinar describes how all learners in a school—teachers, administrators, and students—gain from a walkthrough process that is formative, collaborative, and evidence-based. 

Formative Classroom Walkthroughs

with Connie M. Moss and Susan M. Brookhart

Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement

Recorded February 10, 2015

A typical classroom walkthrough focuses on evaluating teacher performance. In contrast, formative classroom walkthroughs focus on looking for and learning from evidence of student learning at the lesson level.

In this webinar, authors of the ASCD book Formative Classroom Walkthroughs: How Principals and Teachers Collaborate to Raise Student Achievement Connie M. Moss and Susan M. Brookhart describe how all learners in a school—teachers, administrators, and students—gain from a walkthrough process that is formative, collaborative, and evidence-based. Formative classroom walkthroughs involve several elements: Collaborative inquiry that partners teachers and administrators to set and pursue professional learning targets; a laser like focus on evidence from what the students are actually doing and learning during the lesson; and, collegial feedback conversations based on student learning evidence. Key to the formative classroom walkthrough process is the idea that the success of these feedback conversations is measured by how well they move learning forward for the administrator, teachers, and students.

Additionally, the presenters share:

• How to use a learning target theory of action to discern whether the students are aiming for understanding in the lesson;
• Whether a lesson furnishes students the tools—relevant, high-quality learning experiences and criteria by which to assess and regulate their work—to participate in their own learning; and,
• How to engage in collegial, inquiry- and evidence-based, feedback conversations that move professional and student learning forward.

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