Collaborative Learning Walks: How Principals Can Effectively Implement the Science of Reading in Schools

The “science of reading” is becoming increasingly important in schools, and principals play a crucial role in ensuring that it is implemented effectively. Principals must have a deep understanding of the reading curriculum being used in their schools and be able to explain why it is structured in a particular way so they can guide its implementation.

When new curriculums are introduced, principals need to be actively involved in their rollout. This includes observing classroom instruction, intervening when necessary, providing support and resources, and reinforcing effective teaching practices. One valuable tool that principals can use to support their educators is the learning walk, where they visit classrooms to observe instruction. By conducting learning walks a few times per semester, principals can identify areas where additional support or training may be needed for teachers.

During learning walks, principals typically spend 15 to 20 minutes in each classroom, checking on how teachers are implementing lesson plans. This provides valuable insight into the effectiveness of teaching practices and allows principals to provide immediate feedback and support to educators. By collaborating with instructional coaches and district literacy specialists during these learning walks, principals can gain a deeper understanding of the needs of their educators and students.

We spoke to principals and district leaders to identify common things they look for during learning walks. From these conversations, we have compiled four key areas for principals and their instructional teams to focus on during these classroom visits. By prioritizing these areas, principals can ensure that their educators have the support and resources they need to effectively implement evidence-based literacy practices in the classroom