Experts have long sought systems to spur improvements in teaching and learning. PDK’s Joshua P. Starr reflects on how, in the 1990s, his Plainfield, New Jersey, district implemented walk-throughs to determine how well teachers and schools were implementing the district’s literacy program. Classroom visitors had a list of items to look for, and they made recommendations to school leaders based on what they saw. Although such a system has merit, Starr now questions whether it placed the expertise in the wrong place. Central offices have evolved to focus more on compliance and operations than on instructional leadership. As districts make decisions about how to get students back on track after the COVID-19 pandemic, they might be best served to look to teachers for understanding about how best to serve students.
