Classroom Walk-Through: Creating a Shared Language

The instructional leaders in the school that adopted intrinsic motivation as its focus use the framework during their classroom walk through. Having both a common focus and a common language helps principals and other instructional leaders communicate what they saw during their classroom walk-throughs. The common focus and language also help staff understand the feedback the principal is giving them.

Condition 1: Establish inclusion
How does this learning experience contribute to developing a community of learners who feel respected and connected to one another?

Condition 2: Develop a positive attitude
How does this learning experience offer meaningful choices and focus on person/cultural relevance?

Condition 3: Engender competence
How does this learning experience support each student in knowing that he or she is becoming more effective in learning what he or she values and can use in authentic ways?

Condition 4: Enhance meaning
How does this learning experience engage all students in challenging learning that has social merit?

Handouts of the classroom rubrics using the Motivational Framework

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Ginsberg, M.B. (2004) “Classroom Walk-Throughs.” In L. Brown-Easton (ed.), Powerful Designs for Professional Learning. Oxford, OH: National Staff Development Council.

Cleveland High School's iteration of classroom walk-through rubrics using the motivational framework and Seattle Public Schools 4Rs: Relationships(Inlcusion), Relevance(Attitude), Rigor (Meaning), Results (Competence)

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