Chandler Unified introduces districtwide "learning walks" program to align instruction to UDL and Marzano elements

Dr. Edgar and instructional coach Karen Brooks presented the districts new learning-walks initiative, defined at the meeting as a "non-evaluative system for observing and discussing innovative ideas and impactful strategies that enhance student learning." The program is explicitly aligned to the Journey to Excellence strategic plan, Universal Design for Learning (UDL) considerations and selected Marzano evaluation elements.

Karen Brooks described the learning-walks model: teams of teachers (facilitated by an instructional coach or trained site facilitator) visit multiple classrooms for 10-minute snapshots, take notes on a provided "note-catcher" aligned to the sites chosen Marzano element, and then debrief in a reflective, non-evaluative conversation focused on concrete instructional practices and transfer to the teachersown classrooms. Sites selected one of four Marzano-aligned focus elements (planning standards-based units, identifying critical content, formative assessment use, or engaging students in cognitively complex tasks) and paired that focus with UDL implementation considerations.

Implementation timeline and pilot results: the district completed a proof-of-concept with five pilot sites (Conley Elementary, Fulton, Basha Elementary, Bogle Junior High and Hamilton High). By spring, trained administrators and coaches refined the note-catcher and facilitator guide. Presenters said every site now has an instructional coach assigned and that many sites have already completed a semester 1 walk or rollout meeting. Teacher feedback from pilot sites included improved morale, concrete takeaways to try in other classrooms, and cross-curricular discovery; one teacher emailed the coach to thank her and to say the rollout "sounds like a good use of our time."

Board members asked how the district will measure success and sustain the work. Staff pointed to existing site SMART goals and a district staff climate survey as places to capture perception data about professional learning and culture; they also said they will explore developing quantitative metrics tied to learning walks over the five-year implementation cycle. Logistical issues discussed: elementary learning-walks require substitutes (district will allocate substitute funds for elementary observations); secondary walks are scheduled in teacher planning periods and the district is training site facilitators to reduce coaching load; currently the observed teacher is not part of the debrief (a deliberate choice for year 1 to focus on internal reflection), although staff signaled the design may evolve to close the feedback loop in later years.

No formal action was taken; presenters said the rollout will continue, coaches will keep training site facilitators, and learning-walks will be repeated in semester 2 with refinement based on implementation notes and teacher feedback.