Define skilled practice
Clarify the instructional skill, the decisions it requires, and the student evidence connected to its impact.
CHAPTER 5 - PROTOCOL 3
Skilled Leadership Walkthrough
TIME45-60 minutes
OWNERPrincipal or instructional leader
ARTIFACTLow-inference evidence + skilled-practice response
- The walkthrough focuses on instructional judgment and student response.
- Evidence is low-inference and includes more than visible routines.
- Interpretation considers context and teacher decision-making.
- The response supports learning, recognition, or next practice rather than compliance scoring.
Observe the interaction
Capture teacher moves, student thinking, task demands, adaptations, and responses without assigning a rating.
Interpret the judgment
Consider what professional reasoning may explain the move and what additional context is needed.
Respond for growth
Choose a question, acknowledgment, feedback move, or learning connection that advances practice.
WORKING ORGANIZER
Run the protocol.
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REFLECTION PROMPTS
- Did I notice student thinking or only teacher behavior?
- What adaptation might have looked noncompliant but served learning?
- What expertise did the teacher demonstrate that the observation tool could miss?
EQUITY GUARDRAILS
- A brief walkthrough cannot reveal every reason behind an instructional choice.
- Do not equate quiet, speed, uniformity, or one communication style with quality.
- Be explicit about whether the visit is developmental, evaluative, or for system learning.