Dr. Raymond J. Schmidt is an accomplished education leader with over 30 years of global experience in teaching, coaching, and school leadership. He began his career in Chicago in 1994 and later worked across the U.S., the Middle East, and Latin America, earning a Master’s degree in Education and a Doctorate in Educational Leadership. Dr. Schmidt has served as an advisor to principals in Abu Dhabi, an instructional coach in São Paulo, and held senior leadership roles in Los Angeles, Guatemala, and Honduras. Currently, he serves as Head of School at Magen David Academy in Panama City, committed to inclusive, high-quality education and lifelong learning communities worldwide.
Across more than three decades in PreK–12 education, I have watched instructional leadership shift from a peripheral responsibility to the central work of school leaders. Today, amid rising academic expectations, diverse learner needs, and ongoing change, the most effective leaders are those who stay closely connected to classroom practice. Research consistently confirms what many practitioners have long observed: when leaders focus intentionally on teaching and learning, student outcomes improve (Hallinger, 2015; Harris et al., 2020; The Wallace Foundation, 2013). Two practices have proven especially powerful in translating instructional leadership from theory into daily practice: regular Learning Walks and the use of SMART (Specific, Measurable, Achievable, Relevant, Timely) feedback. When thoughtfully implemented, these approaches foster professional trust, sharpen instructional coherence, and ultimately elevate student learning across grade levels.
Instructional Leadership as a Driver of Student Achievement
Instructional leadership centers on influencing what happens in classrooms, how teachers teach, and how students learn. Unlike managerial or purely transformational leadership, it is directly tied to pedagogy, curriculum, and assessment (Lloyd et al., 2018; Marzano et al., 2015). Large-scale research underscores its impact. The Wallace Foundation (2013) identifies school leadership as second only to classroom instruction in influencing student achievement, and studies show that leaders who prioritize instructional quality create conditions that allow effective teaching to flourish (Harris et al., 2020; Hallinger & Heck, 2021).
A critical mechanism for this influence is feedback. When leaders observe instruction and provide timely, actionable feedback, teachers are more likely to refine practice and persist in improvement efforts (Brookhart, 2017; Kraft & Papay, 2014). Over time, these cycles of observation and feedback build collective teacher efficacy, one of the strongest predictors of student achievement (Goddard et al., 2017; Hattie, 2015).
Learning Walks: Purposeful Presence in Classrooms
Learning Walks are brief, frequent, and focused classroom visits designed to gather evidence about teaching and learning rather than to evaluate individual teachers (Downey et al., 2014). Their strength lies in their formative nature. By reducing the stakes associated with observation, Learning Walks encourage openness, reflection, and professional dialogue (Hall & Simeral, 2017).
From a leadership perspective, Learning Walks serve several interrelated purposes. First, they make instruction visible. Leaders who are regularly present in classrooms signal that teaching and learning are the school’s core priorities (Bryk & Schneider, 2012). Second, they provide real-time data about instructional trends, student engagement, and curriculum implementation, enabling leaders to make informed decisions about professional development and support (Danielson, 2017; Glickman et al., 2018). Third, they open the door to evidence-based conversations that strengthen professional learning communities (Hord, 2019).
In practice, Learning Walks are most effective when they are systematic and transparent. Clear “look-fors,” aligned to schoolwide instructional priorities, help ensure consistency and fairness (Danielson, 2017). When leaders share patterns and trends, rather than isolated judgments, teachers are more likely to see the process as supportive and growth-oriented.
The Power of SMART Feedback
Observation alone does not improve instruction; feedback does. Decades of research highlight feedback as one of the highest-impact influences on learning, particularly when it is specific and actionable (Hattie & Timperley, 2017; Shute, 2018). The SMART framework offers a practical structure for delivering feedback that teachers can readily use.
- Specific feedback names observed practices rather than offering vague praise or critique.
- Measurable feedback references evidence or criteria, grounding conversations in data.
- Achievable feedback focuses on realistic next steps.
- Relevant feedback aligns with instructional goals and standards.
- Timely feedback is delivered while the observation is still fresh, typically within 24–48 hours.
SMART feedback supports a growth mindset by emphasizing progress and strategy rather than fixed ability (Dweck, 2006; Dweck & Yeager, 2019). Teachers who receive feedback in this form are more likely to experiment with new approaches, reflect on outcomes, and sustain improvement over time (Kraft & Papay, 2014; McMaster & Tschannen-Moran, 2019).
Implementing Learning Walks with Integrity
The effectiveness of Learning Walks and feedback depends largely on how they are implemented. Research and experience suggest several guiding principles.
A clear instructional vision is essential. Learning Walks should be aligned with shared priorities, whether those involve student engagement, formative assessment, or differentiation (DuFour et al., 2016). Leaders must also communicate purpose consistently, emphasizing that walkthroughs are formative and non-evaluative. Trust, as Bryk and Schneider (2012) note, is a foundational resource for school improvement.
Observer training is another critical factor. Calibration among administrators helps ensure reliability and fairness, reducing mixed messages to teachers (Frontier et al., 2021; Guskey, 2012). Regular scheduling matters as well; when Learning Walks are predictable and frequent, they become part of the school’s culture rather than an occasional initiative.
Finally, feedback must be paired with support. Modeling lessons, co-planning, instructional coaching, and access to resources all reinforce the message that feedback is meant to help teachers succeed (Glickman et al., 2018; Harrison & Killion, 2017).
Impact on Teaching and Learning
When Learning Walks and SMART feedback are embedded into daily leadership practice, their effects compound over time. Teachers become more reflective and intentional in their planning. Instruction aligns more closely with standards and learning goals. Differentiation improves as teachers respond to feedback about student needs. Most importantly, student engagement and achievement rise as instruction becomes more responsive and coherent (Blazar et al., 2018; Clarke & Hattie, 2019).
Meta-analytic research supports these observations. Blazar et al. (2018) found that observation-based coaching and feedback produced statistically significant gains in instructional quality and student performance, particularly when sustained over time. Teachers also report higher levels of professional clarity and satisfaction when feedback is timely and supportive rather than punitive (Brown et al., 2021).
Challenges and Practical Considerations
Despite their benefits, Learning Walks are not without challenges. Time constraints remain a persistent barrier for administrators (Hallinger & Murphy, 2023). Teacher skepticism can arise if walkthroughs are poorly communicated or inconsistently applied. Sustainability requires systems, not individual effort.
Successful schools address these challenges by embedding Learning Walks into leadership schedules, co-creating protocols with teachers, and investing in ongoing professional learning for leaders. When the process is shared and transparent, resistance tends to diminish.
A Relational Vision of Instructional Leadership
At their best, Learning Walks reflect a servant-leadership approach in which leaders see themselves as partners in learning rather than distant evaluators (Greenleaf, 2002; Spears, 2020). By walking classrooms, listening carefully, and engaging in honest dialogue, leaders reduce professional isolation and strengthen collaboration across grade levels and departments (Hohepa et al., 2019).
A complete feedback cycle, pre-observation conversation, observation, SMART feedback, action planning, and follow-up, signals that professional growth is continuous and collective. Over time, this cycle builds collective efficacy, which research identifies as one of the most powerful influences on student achievement (Donohoo, 2017; Hattie, 2015).
Conclusion
In today’s complex PreK–12 landscape, instructional leadership grounded in Learning Walks and SMART feedback remains one of the most effective levers for sustained improvement. These practices make teaching visible, feedback actionable, and leadership relational. By prioritizing presence, purpose, and partnership, school leaders can strengthen teacher practice, build trust, and improve outcomes for all students.
When leaders consistently show up in classrooms, not to judge, but to learn and support, they help create schools where continuous improvement is not an initiative, but a way of life (Bryk et al., 2015; City et al., 2019).