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- Distinguishing between cited evidence observed in the classroom and making unwarranted judgments or assumptions

- Crafting questions based on observations  Managing time

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- All staff participate in the Pre-Walk Discussion

-  All walkers are familiar with the focus of the walk and evidence to be collected

-  All walkers have a copy of the handbook and observation templates

-  All walkers are reminded of the protocols

-  All walkers are on time and follow the correct process of a Learning walk

-  All discussions are based on evidence collected and are free of judgement and evaluation

- Collated feedback is shared with staff within one week of the walk.

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-  Participate in Pre Walk Discussion

-  Be familiar with the focus of the walk

-  Be mindful of the protocols

-  Be mindful of time and process of Learning walk

-  Base discussions on evidence, free of judgement and evaluation

-  May assist Lead Walker to share feedback with staff within one week of walk

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This should take place just prior to the classroom visits.  All walkers involved should have a clear understanding of:

-   Protocols and purpose

-  Timetable – usually given in an agenda

-  Focus of the walk – brainstorming possible observations to link to focus

-  Names of the walkers

-  Classrooms to be visited

-  Date and time of whole school reflection

-  All walkers should be given a form for gathering evidence during the walk

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-  The walkers visit each classroom for about 10 minutes.  They observe the learning and take notes on any evidence that links to the focus.  Walkers may speak to students and teachers only if the learning allows for such interactions.  Any discussion should be brief and unobtrusive.

-  When walkers leave each classroom, they meet for 5 minutes outside of the classroom to share observations.  The evidence that is cited must be specific to the focus.  This is not a time for open discussion or judgments.

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-  At the end of the classroom visits, all walkers convene for a debriefing session.  They share the observations collected and identify any patterns which may have emerged.  Wonderings may then be formulated based on the evidence.  Conclusions are not formed.  All evidence and wonderings are collated by the Lead Walker.

-  Write thank you notes to the teachers you visited (optional and usually for outside walkers)

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-   Participating staff are involved in the Pre-Walk Discussion

-   Walkers should wear name tags (if from outside of the school building)

-   Walkers must adhere to the focus of the walk

-   Walkers must refrain from making any judgmental comments

-   Walkers should not disrupt learning in the classroom

-   Walkers should not speak to one another whilst in the classroom

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PW: June2017

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PW: June2017

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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

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PW: June2017

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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

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PW: June201

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PW: June2017

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TOY, Sean McComb taking a few teachers on a learning walk.

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The Learning Walk is a professional development strategy that allows teachers to observe other teachers in action. This allows them to see how other teach the same students with the same technology and resources, but in a completely different way.