Micro-credential or Micro-course

Practitioner facilitates a learning walk experience that is rooted in a growth mindset and solution-oriented approach for all participants.
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This is a demonstration oriented microcredential. Participants will be required to attend a predetermined amount of learning walk activities prior to being awarded this credential. 

​    Details

KEY METHOD

The practitioner guides peers to participate in a reciprocal self-reflection and peer feedback debrief as part of a learning walk experience. Participants will organize the reflection, feedback, and photo material, and use the core four continuums to guide growth-oriented planning and action steps.

METHOD COMPONENTS

LEARNING WALK FACILITATING
Learning Walks are a component of innovative culture founded in open practice exposure among peers. They are conducted in small groups and ideally co-designed among participants. Learning Walks are more than visiting classrooms. They should include a debrief component where the visiting practitioner and the host practitioner debrief what was happening in the classroom during the visit. There is no room for judgement in this colleagial discourse but rather a growth mindset that looks to expand best practices continually to meet student needs. 

Learning Walks allow practitioners access to continual professional development through regular and consistent exposure to new ideas and strategies in place in the practices of their peers. This component is designed to help practitioners take ownership of their learning through a cycle of exposure, reflection, and iteration. 

The process of conducting a learning walk helps practitioners develop integral leadership skills, build trust among colleagues, and deepen their reflection on their own growth in their professional practice. 

COMPONENTS OF LEARNING WALK FACILITATING
Analyze
Analyze the last time you were took part in a Learning Walk and you were asked to contribute. 
  • What types of things did you share?
  • How comfortable did you feel when asked to offer feedback?
  • Given the components listed above, your current understanding of the core four, and desire to participate in growth oriented professional development, are there particular things you might consider for future learning walks to give and gain the maximum amount?
Criteria
Demonstrated
Progressing
Not Met
Design
Implement
Evaluate

SUGGESTED FRAMEWORK
Below is a framework that can be utilized in planning for facilitating a learning walk with peers:

      Where am I now…
  • Proficiency-Based Progress: (How might I guide my peers to digest a classroom and contribute to a growth-oriented debrief discussion?) What I’m going to learn…
  • Knowledge needed to facilitate: (How could I support growth oriented thinking?) How I’m going to learn it…
  • Facilitating a Learning Walk: (What components could be utilized in the walk and the debrief?) How am I going to conduct my learning walk…
  • Proficiency-Based Progress (How can I demonstrate proficiency?) ​

​    Research & Resources

Research: Resources:
  • Core Four Continuums
  • Learning Walk Look-Fors
  • Learning Walk Share-out Template

​    Submission & Evaluation

The items in the following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for...
PART 1: OVERVIEW
Process: Describe the process you went through in learning to facilitate a learning walk. 
ADD RUBRIC.

PART 2: EXAMPLES & ARTIFACTS
To earn this microcredential, please submit the following:
  • Two examples of Learning Walk schedules that demonstrate that all the components were incorporated.
  • An artifact that demonstrates a growth mindset in one or more of the following: Walk-through Tool, Debrief notes to host teacher, Staff Share-out document, or Personal notes.
  • An artifact that demonstrates ongoing conversations reflecting on what informs progress and the next steps.
ADD RUBRIC.

PART 3: PEER REFLECTION
Submit reflections from two participants that describe the way the debriefs were conducted based on the core four continuums, growth mindset, and solution-oriented discourse. 
ADD RUBRIC.

​PART 4: PRACTITIONER REFLECTION
Provide a written reflection on at least two of the following:
  • What was successful about facilitating a learning walk?
  • What were the challenges you came across?
  • What are four to five peer “look fors” you would see reflected in a learning walk debrief that would reflect what they are gaining from the discussion?
  • What was the role of the participant in a learning walk? What was your role (the role of the faciliator) in guiding the debrief discussion?
  • What will you refine as you move forward with facilitating learning walks?
ADD RUBRIC.
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