Transforming Special Education Practices: Instructional Learning Walks and Data-Driven Coaching

Outline

Phase 1: Initiating the ILW Process (25 mins) Introduction to ILWs in special education, referencing City et al.’s framework. Importance of non-evaluative observation to support teacher growth. Customizing the ILW tool to address disabilities and IEP goals. Phase 2: Conducting ILWs in Special Education Classrooms (20 mins) Steps for implementation: staff preparation, norms, and scheduling. Group simulation: applying the ILW tool using video clips. Data collection focused on IEP alignment, differentiation, and engagement. Phase 3: Analyzing Data & Identifying POPs (15 mins) Identifying trends and areas for instructional improvement. Collaborative data analysis and drafting POPs for special education. Phase 4: Coaching & Support for Special Education Teachers (15 mins) Coaching strategies: structured feedback and reflective conversations. Role-play: post-observation support for teachers. Phase 5: Reflection, Scaling & Sustainability (15 mins) Impact of ILWs on special education practices. Action planning for implementation and continuous improvement.

Supporting research

City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Harvard Education Press.
Relevance: This foundational text outlines the use of Instructional Rounds—a process similar to Learning Walks—as a tool for observing, analyzing, and improving teaching and learning practices. It provides a framework for how educators can collaboratively examine classroom practice and reflect on evidence to address Problems of Practice (POPs). This research supports your focus on non-evaluative observations and the development of actionable plans based on collected data.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Relevance: Hattie’s extensive research on the factors that influence student achievement underscores the importance of feedback, teacher clarity, and direct instruction—all elements that are integral to the Learning Walk process and coaching in special education settings. This source provides empirical support for the effectiveness of using observation data to refine instructional strategies and support diverse learners.

Deshler, D. D., & Cornett, J. E. (2012). Teaching Adolescents with Disabilities: Accessing the General Education Curriculum. Corwin.
Relevance: This resource provides strategies for adapting instruction to meet the needs of students with disabilities and aligns with the session's goals of using Learning Walks and data-driven coaching to support differentiated instruction and inclusion.

Blanton, L. P., & Pugach, M. C. (2007). Collaborative Teaching and the Construction of Professional Knowledge in Teaching. Teacher Education and Special Education, 30(1), 1-3.
Relevance: This research highlights the importance of collaborative professional development and coaching, particularly in special education. It supports the session's focus on using Learning Walks to foster collaboration and shared learning among special education staff.