Learning Walks: A guide for school leaders

What is a Learning Walk?

A Learning Walk is a short, focused visit to a classroom. It shifts attention away from teacher performance and toward what really matters: how students are learning. Rather than a formal inspection, it is a chance to see how pupils engage with ideas and content.

When done well, Learning Walks spark professional conversations. Teachers can reflect on their choices and share what works. It is about understanding how thinking unfolds in real classrooms, not ticking boxes.

Traditional lesson observations can feel stressful. Teachers may feel they must stage a perfect lesson. A Learning Walk removes that pressure. It focuses on what learners are actually doing: how they work with concepts and engage with information.

One of the best parts is the chance for quick, grounded feedback. Teachers can have immediate conversations about what was noticed and what could be improved. It is a shared inquiry, not a performance review.

What matters most is whether children are grappling with ideas in meaningful ways. Are they making links and asking good questions? That is the real measure of classroom quality.

Why do we use Learning Walks?

There is no substitute for being in the room. Watching how learning unfolds offers insights that no document can provide. For school leaders, Learning Walks help gather real data about what is working and where support is needed.

These short visits form the baseline for school development. They help teams understand current practice and build a picture of how teaching strategies play out. But the real power lies in the conversations they spark between teachers.

For teachers who observe, it is a chance to compare approaches and reflect on their own practice. The follow-up discussions are where professional growth happens. Teachers return with fresh ideas to try.

Key benefits include:

• Building a culture of curiosity and inquiry among staff
• Showing what instruction looks like day to day
• Revealing chances for coaching and mentoring
• Encouraging purposeful conversations about supporting pupils

What do we look for during a Learning Walk?

A Learning Walk is not about catching people out. It is about paying close attention to what is happening in the classroom. These short observations help leaders focus on specific elements of teaching and learning.

1. Lesson content and curriculum alignment

Leaders assess how lesson content matches curriculum standards. Key questions include:

• What topic is being covered?
• Does the content align with objectives?
• Is it accessible and engaging for all students?

2. Pupil engagement and behaviour

This focuses on how students take part. Observers ask:

• Are students actively joining in tasks and discussions?
• Are they showing focused and positive engagement?
• Is any student showing notable behaviour patterns?

3. Classroom environment and setup

The physical layout matters for learning. Observers look at:

• Is seating conducive to learning?
• Is student work displayed?
• Are resources accessible?

4. Clear learning objectives

Lessons should have clear goals. Observers ask:

• Are objectives clearly posted?
• Is content connected to these objectives?
• Are goals challenging but achievable?

5. Evidence of student progress

Observers gather evidence on how well students are progressing:

• What activities were students doing?
• What questions did students ask?
• Which strategies engaged students most?

6. Debrief and reflection

After the walk, observers discuss what they saw. This is key for constructive reflection. The focus is on growth, not evaluation.

7. Self-reflection and professional development

Teachers reflect on their own practice:

• What was reinforced during the observation?
• What questions did it raise?
• What new ideas will I try?

What are student-centred Learning Walks?

Student-centred Learning Walks shift focus from watching the teacher to understanding the student experience. Observers join students at their tables, ask questions, and gather real insights into how students experience lessons.

Simple questions can open up meaningful dialogue:

• What are you learning today?
• Why do you think this topic matters?
• What did you do last time that connects to this?
• Does this lesson feel new or familiar?

This approach helps ensure feedback is rooted in student voice. For teachers, it feels less like a spotlight and more like a mirror.

How do Learning Walks benefit the whole school?

When done well, Learning Walks feel like opportunities, not inspections. Their purpose is to develop a shared understanding of what great learning looks like.

Rather than creating tension, they build a more collaborative, open culture. Teachers share what works. These visits become a core part of school improvement.

Effective Learning Walks offer:

• A chance to see different approaches and exchange ideas
• A shift from performance to progress
• Space to discuss strategies with senior leaders in a supportive way
• Clearer insights into where students are in their learning

Three purposes of Learning Walks

1. For ethos and behaviour support: Leaders visit multiple lessons briefly to build a picture of behaviour and work ethic. Teachers expect support, not feedback.
2. For teaching and learning check-ins: Longer visits to see how teaching plans are being used. Information feeds into coaching.
3. For accountability: Visits to check that policies are being followed. This can feel judgemental if not handled well.

The second purpose works best when it supports a coaching model. As Tom Sherrington says: "The test of a healthy learning walk culture is that teachers want more of them, not fewer!"

Developing your approach

Ten minutes in a classroom gives plenty of information. Leaders can visit up to four lessons in an hour. No teacher should feel over-watched.

Regular Learning Walks are a useful strategy for gathering information. They should be seen as part of a learning process for the whole school.

There is no need for direct actions after a visit. Feedback can be shared at a later staff meeting. Some teachers may need specific support, but Learning Walks should stay separate from critical individual feedback.

Where a teacher already has a coach or mentor, it works best to feed information to them rather than giving feedback from multiple sources.

Key questions during observations

Ask these questions about what you see:

1. Is what pupils are doing relevant and meaningful to them? Do they know why they are doing it?
2. Does the environment support the learning that is going on?
3. Can pupils work as independent learners or are they too dependent on adults?
4. Is there anything here that should be shared more widely?
5. Are teachers meeting the needs of learners, not just pleasing observers?

9 tips for effective Learning Walks

1. Align with the school improvement plan: Each observation should fit the bigger picture.
2. Build a supportive model: Focus on evidence that informs and inspires, not criticises.
3. Make policy transparent: Ensure the process is seen as an opportunity, not a threat.
4. Involve senior leaders: Their presence shows shared commitment.
5. Foster healthy dialogue: Encourage exchange of ideas between teachers.
6. Take a holistic view: Observe the whole learning environment, not just teaching.
7. Document and reflect: Keep records that inform the improvement plan.
8. Normalise the culture: Make Learning Walks a regular part of school life.
9. Follow up with action: Turn observations into realistic, time-bound steps.

Jenny Short coaches leadership teams in schools around the UK. Sections of this article were taken from her Inspir.ed Leader handbook.

Further reading on Learning Walks

These studies show how Learning Walks can enhance teacher engagement and support school improvement:

1. Baker and King (2013): Participatory Learning Walks
Learning Walks encourage teacher reflection and promote collegial conversations. Australian Journal of Music Education.

2. Allen and Topolka-Jorissen (2014): Building Capacity
Collaborative walks help reduce teacher isolation and build a reflective school culture. Professional Development in Education.

3. Franklin-Phipps and Gleason (2019): Walking Methodologies
Walking methods help teachers reflect on teaching as a historically situated process. Journal of Public Pedagogies.

4. Downey (2010): Three-Minute Walk-Through
A reflective model emphasising inquiry over direct feedback. SAGE Publications.

5. Lemons and Helsing (2009): Visible Teaching and Learning
Learning Walks help teachers connect with classroom practices and boost pupil engagement. Phi Delta Kappan Magazine.