Linking Learning Walks to Professional Development

Why learning walks should feed directly into professional development

When learning walks and professional development are tightly linked, everyone can see the point of the process.

Guiding principles: keeping the focus on growth, not surveillance

The way learning walks are framed and used matters as much as the questions on any template. These principles help keep them clearly developmental.

1. Development, not evaluation

Staff need to be confident that learning walks are not part of performance management or capability. The language leaders use is important:

• Talk about “professional growth”, “curriculum understanding”, and “support”, rather than “checking up”.
• Be explicit that learning walk notes are used to shape CPD and coaching, not to score individual teachers.

2. Look for themes, not tallies

The most useful insights come from patterns, not isolated moments. Ask:

• What seems consistent across year groups or departments?
• Where is the curriculum particularly strong, and where might it need support?
• How well are behaviour routines, questioning, or modelling working across the school?

These themes naturally suggest priorities for whole-school or team-level CPD.

3. Keep records concise and purposeful

Long reports that nobody reads are a warning sign. Notes should be short, clear, and focused on what will drive improvement:

• a handful of key strengths
• a small number of precise development opportunities
• a clear link to next steps for coaching or CPD

4. Communicate the “why” to staff

If staff understand that learning walks are designed to support them, and to improve the experience of pupils, they are far more likely to engage positively. Be clear about:

• what leaders are looking for
• how information will be used
• how feedback will be shared

Turning learning walk insights into coaching and CPD

The value of a learning walk lies in what happens next. Without follow-up, even the best-designed process stalls at the “evidence gathering” stage.

1. Start from strengths

Begin feedback conversations by recognising what is going well. This builds confidence and creates a constructive tone for discussing development.

2. Agree one high-leverage focus

Rather than a long list of suggestions, identify a single area likely to have the biggest impact on pupils. For example:

• modelling worked examples more explicitly
• building in more wait time after questions
• tightening routines for transitions
• making success criteria more visible and actively used

3. Use a coaching model

Approaches such as instructional coaching or GROW can give structure to follow-up. Typically this might involve:

• clarifying the goal with the teacher
• exploring options and modelling strategies
• agreeing a specific, manageable action
• revisiting later to see what has changed

The emphasis is on partnership and small, sustained changes to practice.

4. Build simple improvement cycles

A single learning walk followed by a one-off conversation rarely shifts practice by itself. Instead, think in cycles:

1. Walk: gather insights from a short visit.
2. Conversation: celebrate strengths; identify one focus.
3. Practice: teacher tries an agreed strategy.
4. Follow-up: another visit checks impact.
5. Reflect: adjust, refine, and move to the next step.

The role of middle leaders

Middle leaders are often best placed to translate learning walk insights into practical, subject-specific development. They:

• know the curriculum in depth
• understand what effective practice looks like in their subject or phase
• can tailor feedback to the context and content of lessons
• can lead follow-up coaching within their teams

Supporting middle leaders to lead, rather than just participate in, learning walks builds capacity across the school and strengthens professional culture.

Sharing best practice across the school

When learning walks uncover strong practice, it should not stay hidden. Schools can share it in simple, low-threat ways such as:

• peer observations or “open classroom” weeks
• short spotlight sessions in staff or department meetings
• walk-and-talks where teachers visit classrooms together
• brief written or video case studies highlighting effective strategies

Avoiding the paperwork trap

A common risk is that learning walks generate more forms than impact. Warning signs include:

• long templates that repeat the same questions
• notes stored but rarely revisited
• little or no follow-up CPD or coaching linked to findings
• staff describing the process as “being checked up on” rather than supported

Example: from learning walk to impact

Here is a simple example of how learning walk insights can shape meaningful professional development:

Final thoughts

Learning walks should never be just another administrative task. When they are clearly linked to professional development, they become a practical, powerful lever for improving teaching and learning.

The most effective schools and trusts make learning walks:

• supportive rather than judgemental
• focused on themes and systems, not isolated moments
• tightly connected to coaching, mentoring, and CPD
• light on paperwork, heavy on meaningful conversation

When insights from learning walks feed directly into staff development, everyone benefits: teachers feel invested in and supported, leaders gain a clearer picture of the school, and pupils experience better learning, lesson by lesson.