Whittier International Elementary

Learning Walk Feedback Letter

February 19th, 2015

Greetings Whittier Educators,

On Tuesday, February 17th, we held our School Improvement Plan (SIP) mid-year review with the
ILT and our Associate Superintendent. The review began with a presentation in which we shared
our current progress toward our SIP goals, some of the challenges were encountering, and the
strategies we are implementing to overcome challenges and continue to make progress. Please find
the power point shared with the group attached in this email for your review. Thank you to ILT
members for sharing your PDPLC work and the impact that work is having on student learning.
In addition to the presentation and discussion, a team made up of administrators, instructional
specialists, and the Associate Superintendent engaged in a Learning Walk through 5 Whittier
classrooms. The purpose of the Learning Walk was to assist us in better understanding our current
state of instruction, to observe the strategies that are part of our SIP in action, and to improve
teaching, learning, and student achievement. The protocol utilized was developed with the ILT and
includes examples of what we might see and hear in high performing classrooms grouped according
to the SOEI rubric domain 3: Classroom Instruction (see the protocol attached in this email).
Thank you to the teachers that allowed us to visit their classrooms. Your risk-taking benefitted all
staff and students by providing a window into what is going well in our school and our areas for
continued improvement.
This letter provides a summary of the noticings and wonderings discussed by the Learning Walk
participants. Please keep in mind that these were gathered through brief, 10 minute visits to
classrooms and so represent only a snapshot into what is happening in our classrooms.
Summary of Learning Walk Noticings:
We noticed that both teachers and students were using academic vocabulary frequently in
the majority of classrooms visited.
We noticed that 3/5 classrooms had extra support staff in the room who were being utilized
in meaningful ways every adult was focused on student learning.
We noticed teachers provided opportunities for students to interact with one another
around their learning in 3/5 classrooms through small group work or turn and talks.
We noticed some differentiation of instruction based on students instructional levels (for
example: different math problems and word sorts for different students)
We noticed the use of higher level questioning strategies to push students thinking (such as
How do you know? and Why?) in 3/5 classrooms.
We noticed teacher direct instruction in 3/5 classrooms and small group work in 2/5
classrooms.
We noticed learning targets posted in 2/5 classes and did not hear them referred to during
the observation.

"Start by doing what's necessary, then what's possible, and suddenly you are doing the impossible." ~St. Francis of Assisi

Whittier International Elementary

Learning Walk Feedback Letter
February 19th, 2015

Summary of Learning Walk Wonderings:

We wondered if in classrooms where learning targets were posted they were referred to
prior to, during, or at the end of the lesson. For those whose learning targets we did not see
posted, we wondered if they had been posted and discussed prior to our visit.
We wondered how all students are held accountable for engagement and for their learning
in whole-group instruction, discussions, and in partner/ small group activities.
We wondered if structures are in place in all classrooms for student interaction such as turn
and talks and small group works to ensure everyone has someone to work with and
everyone participates and contributes.
We wondered how we make sure were reaching students at all levels in our classrooms.
We wondered about opportunities to differentiate instruction and learning tasks to meet
students at their instructional level. We wondered how were ensuring continued learning
for advanced learners and not just providing extra work at a level theyve already mastered.
We wondered when and how gradual release happens in classrooms. When does the
teacher become facilitator of the learning rather than director of the learning, allowing
students to own the learning? And when students engage in independent or small group
work, how have they been prepared in advance to do so successfully?
We wondered about how teachers can provide more opportunities for students to explain
and extend their thinking. We also wondered how we acknowledge the thinking our
students are doing rather than glossing over it quickly.
We wondered how teachers provide specific feedback to students on their thinking,
learning, and behavior rather than nonspecific praise such as good job.

Next Steps:
We ask that you discuss the noticings and wonderings presented above in your PDPLC. What
are your reactions? What questions do you have? What implications might these noticings
and wonderings have for your own practice?
Aligned with our SIP goals of moving an additional 8% of our students to proficiency in math
and reading, as you consider your practice, pay particular attention to the students you
have selected as your target students to move from yellow to green in math and reading.
What specific strategies can you implement to support these learners in your class?
As we continue to grow together as a learning community, we will engage in more Learning
Walks and hope to have the opportunity to visit all classrooms during the course of the year.
We know that each Learning Walk will show growth in professional practice and student
engagement, and that the participants along with all staff and students will benefit from
regular opportunities to reflect on our practice.
Thank you all for your persistent efforts to help our students become independent, global thinkers
through inquiry and action. Your hard work and commitment to learning does not go unnoticed!
Sincerely,
Anne DePerry
Diego De Paz
Angie Pohl
"Start by doing what's necessary, then what's possible, and suddenly you are doing the impossible." ~St. Francis of Assisi