Learning walks are non-evaluative observations to collect evidence of practices and classroom environments that produce maximum student achievement outcomes. The observations are not done to observe the teacher; they are done to observe the classroom. These produce the data that will give teachers job-embedded staff development through cognitive coaching with each other and with the building principal (the instructional leader). Formal teacher observations will always be done for evaluation, but they don't lead to open discussions with colleagues to inform discussion. Feedback MUST be apart of an environment that sees maximum student learning and development.
"According to the research done by R. Marzano, feedback can be given formally or informally in group or one-on-one settings. It can take a variety of forms. Its most important and dominant characteristic is that it informs the student, the teacher, and all other interested parties about how to best enhance student learning."
Marzano, R. (in press). Formative assessment & standards-based grading. Bloomington, IN: Marzano Research Laboratory.
His studies also show that negative feedback produces a decrease in student achievement. We have to ask ourselves what are the characteristics of feedback that produce negative effects?
