The 鈥渟cience of reading鈥� is a complex body of knowledge, and as more school districts train their educators in evidence-based literacy practices, they need an instructional leader at the heart of the operation鈥�the principal.
Principals need to know the reading curriculum used in their schools and understand why it is structured in a particular way so they can direct its implementation in the classroom. As a new curriculum is rolled out, principals need to be hands-on: to observe, intervene, course-correct, and reinforce good practices.
One tool they can lean into: the 鈥渓earning walk.鈥�
Principals can conduct these a few times per semester, perhaps accompanied by instructional coaches and district literacy specialists. Through learning walks, principals can determine what additional support and resources鈥攍ike extra professional learning community sessions or training鈥攖heir educators need. Principals usually spend about 15 to 20 minutes in each class on their learning walks, to check on how teachers are implementing the lesson plan.
We spoke to principals and district leaders about common 鈥渓ook-for鈥檚鈥� on their walks. We have culled four of them for you and your instructional teams.
