Strong school leadership is rooted in visibility and connection. Classroom walkthroughs are one of the most powerful tools principals have to understand the pulse of their school, because they offer authentic snapshots of teaching, learning, and engagement in real time. When done well, walkthroughs help leaders stay grounded in what’s happening for students and teachers every day, providing insight into instructional patterns, student experiences, and the overall health of the school community.
But walkthroughs are more than just “checking in.” They are a leadership strategy for shaping culture, building collective efficacy, and accelerating your own growth as a principal. Unlike formal observations, walkthroughs aren’t about rating, ranking, or evaluating individual teachers—they’re about gathering evidence that drives improvement at the school level. They reveal trends you can’t see from your office: whether students feel safe and connected, how teachers are engaging learners, and where supports or adjustments are needed. When principals prioritize consistent, non-evaluative walkthroughs, they send a powerful message: We grow better together.
Seeing the Unseen: School Culture
Classroom walkthroughs serve as informal, frequent snapshots of life in the school—teaching behaviors, student interaction, learning environment—that often reveal the undercurrents of school culture. This type of leadership visibility is strongly correlated with improved climate, greater engagement, and reduced behavioral issues (Office of Public Instruction, 2024). They are your way of checking the health and consistency of the culture, and a way to take “climate checks” during times of implementation, change, and challenges that arise.
Collective Efficacy: Fueling the ‘We’
Collective efficacy—teachers’ shared belief in their collective ability to positively impact students—thrives on trust, mutual understanding, and data-rich dialogue. Walkthroughs surface patterns of practice and student engagement, which become powerful anchors in collaborative team conversations and collaborative reflection (NAESP, 2025). When walkthrough data is used transparently as a statistical view of the building based on set criteria, the principal can share goals for improvement as WE goals, rather than ME goals. This is a highly effective way to uphold high expectations and accountability for every teacher, no matter the content.
Principal Growth: Evidence That Informs
Walkthroughs generate qualitative, school-wide data that connect directly to school improvement goals. They let principals answer: Are our strategies landing? Where are the gaps? What’s working consistently—and where are we missing? (OPI, 2024). They are tools for principal reflection as much as for school improvement. Data that represents the status of the building will make room for the principal to establish support that will increase the level of collective efficacy within the school’s culture.
Walkthroughs vs. Observations: Not the Same Thing
| Walkthroughs | Observations |
| Short, frequent, informal visits | Lengthy, scheduled, formal |
| Focus on culture, patterns, improvement | Focus on performance evaluation |
| De-privatized, pattern-based feedback | One-on-one, evaluative, summative |
| Safe, collaborative, trust-building | Often high-stakes, anxiety-inducing |
| Not tied to teacher evaluations | Typically tied to teacher evaluation |
Walkthroughs are snapshots meant to inform and uplift—not to judge. They build insight, not apprehension. They should inspire the group to celebrate, but also to move toward a higher level of excellence. There is always something to improve upon, and walkthrough data will provide a future story for progression.
What the Research Tells Us
- Walkthroughs generate focused, qualitative snapshots that inform schoolwide improvement, without judgment (OPI, 2024).
- A widely-cited model encourages leaders to conduct walkthroughs frequently, share patterns, and support cycles of reflective planning (ASCD, 2024).
- “Focus walks,” a refined walkthrough strategy, involve targeted, monthly visits on one instructional element—cultivating deep alignment and clear feedback among leadership teams (NextGen Learning, 2024).
- Research underscores that walkthroughs—when grounded in trust—strengthen teacher self-efficacy and instructional leadership (Templeton, 2025).
Why Walkthroughs Must Never be Linked to Individual Evaluations
Since walkthroughs are such a short snapshot, using them as part of evidence for evaluation can not only skew the rating a teacher might receive, but it can make the whole system of walkthroughs daunting for teachers. When connected to their evaluations, teachers may feel like they are continually being judged on their “performance”, rather than growing collectively in their practice.
Remember the following when considering walkthrough data as evidence for evaluations:
- Trust collapses under suspicion: If teachers believe walkthroughs feed evaluation, they teach for impression, not authenticity.
- Intent gets lost: Walkthroughs should spark inquiry—not defensive reactions.
- Teams won’t own improvement: Collective learning falters when fear is introduced.
- You lose real insights: Curated behavior hides real patterns.
Instead:
- Make walkthroughs informal, de-privatized, and pattern-focused.
- Offer growth feedback at team or school-level, not targeting individuals.
- Reinforce the message: “This supports all of us, not evaluates any one of us.”
- Use them to validate and celebrate individuals.
If you provide regular feedback for individuals as you complete a walkthrough, give the teacher the option to use the feedback as evidence toward their growth goals. If you are struggling to find something to validate and celebrate, a formal observation with a pre-conference and a post-conference is needed so you can gain more insight in how to support growth.
Developing “Look-Fors” for a Walkthrough Tool
- Anchor to School Goals
Collaborate with your school leadership team to align “look-fors” with schoolwide priorities (e.g., student engagement, success criteria, collaboration, use of high quality materials, relationships with students, classroom environment, etc.)—not teacher performance. - Make Them Observable
Translate abstract priorities into clear, observable indicators. For example, instead of “rigor,” use: “Students explain their reasoning aloud” or “Learning objectives posted and referenced”. This helps you quickly determine how to mark the look-for so you can move to the next focus area. Remember…short and sweet! - Share with Staff for Input and Revision
Include teachers in designing look-fors—transparency builds ownership and reduces anxiety. Allow them to offer feedback on the tool itself! - Keep Them Lean and Realistic
Short walkthroughs (no more than 10 minutes, with an average of 5-8 minutes) demand a focused list. Choose 3–5 look-fors per cycle to maintain clarity and relevance. - Use to Track Patterns, Not Individuals
Your walkthrough tool should aggregate evidence (e.g., “6 of 8 classrooms”) not flags. Highlight bright spots and questions, not deficits. Cite evidence that is clear of interpretation and bias.
How Principals Can Prioritize Their Schedule for Classroom Walkthroughs
- Set a Realistic Target
Aim for 2-3 walkthroughs per day. Remember…walkthroughs are an average of five to eight minutes in length. You will also have classroom observations sprinkled into your weeks, so make your walkthroughs strategic and manageable. - Schedule Intentional Time Slots
Identify and block multiple small pockets of time daily—before meetings, between duties, etc.—enough so you can realistically meet your daily walkthrough goal. Consider rotating through mornings and afternoons so you are visiting classrooms at different times of the day. - Use “Low Walls” to Guard Time
Protect your walkthrough time against unnecessary interruptions with protocols—e.g., urgent issues get flagged, routine ones are deferred—so you remain available for emergencies while still walking. Rely on your administrative assistant to guard your time for you! - Break Up the Day
Don’t lump walkthroughs into one large block. Spread short slots (15–30 minutes) across the day to capture different scenarios and varied student-teacher dynamics. - Balance Structure and Flexibility
Schedule time slots but not specific teachers. Use a rotating tracker spreadsheet or notecard system so that if a visit is missed due to weather, absence, or interruption, it gets rescheduled without derailing the rhythm. - Track and Adjust
Use a simple tracker to ensure equitable and regular coverage. Share patterns (not individual classroom details) with staff to enhance trust and transparency.
In Conclusion
Walkthroughs—when structured thoughtfully—are catalytic leadership tools. They illuminate culture, prompt collective belief, and sharpen leadership insight. The biggest mistake is treating them as covert evaluations. Keep them informal, school-wide, and pattern-based. Use lean, collaboratively designed look-fors, guard the time strategically, and lead with transparency. That’s how schools shift from polished performance to authentic improvement.
At their core, walkthroughs are about people, not checklists. When leaders approach them as opportunities to foster belonging and deepen a sense of collective efficacy, they transform from isolated visits into a shared commitment to growth. Teachers feel seen, supported, and part of a collaborative learning community where everyone’s expertise matters. The collective message becomes clear: we trust one another, we believe in one another, and we rise together. In schools where relationships are prioritized and improvement is shared, walkthroughs become catalysts for sustained progress—not just for instruction, but for culture, community, and the overall health of the school.
References
- Office of Public Instruction. Walkthroughs: A Tool for School Improvement, July 2024.
- NAESP. Foster an Educator Culture of Collective Efficacy, August 2025.
- ASCD. “Turning Walkthroughs into Tools for Growth,” August 2024.
- NextGen Learning. “’Feedback Is Love:’ Meaningful Classroom Walkthroughs,” January 2024.
- Templeton, K. (2025). The impact of administrator-led walkthroughs on teacher self-efficacy (EdD dissertation).
- Rouleau, K. (2020). Classroom Walkthroughs (ERIC Digest).
- Principal Center. Classroom Walkthrough FAQ for Instructional Leaders; How to Schedule & Protect Time for Classroom Walkthroughs, 2023.
- KickUp. “Blast Walkthroughs: Build Protocols to Make Observation Data Work,” 2025.
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