What School Leaders Must Look For If They Want to Improve Reading Outcomes
Walkthroughs are happening in schools every day.
Leaders are in classrooms.
They are observing instruction.
They are taking notes.
They are collecting evidence.
They are trying to understand what is happening across their school.
That matters.
But here is the problem: Many literacy walkthroughs are not sharp enough to actually improve reading instruction.
They are happening…
but they are not changing enough.
And that is where schools need to take a closer look.
Because walkthroughs are not just about visibility.
They are about clarity.
And if leaders are not clear about what they are looking for—and why it matters—then even frequent walkthroughs can become:
- compliance checks
- surface-level observations
- or general impressions that never translate into stronger teaching
That is the truth.
And it is one of the reasons why some schools feel like they are “in classrooms all the time”…
but still not seeing the level of literacy improvement they expected.
This is the first major aha moment:
Walkthroughs do not improve instruction on their own.
What leaders notice—and what they do with it—does.
That is the difference.
And schools that understand this build walkthrough systems that are:
precise
instructional
actionable
and aligned to reading success
That is what makes walkthroughs powerful.
The Problem: Too Many Walkthroughs Are Too General
This is where many schools quietly lose leverage.
Leaders walk into classrooms and look for things like:
- student engagement
- lesson structure
- use of materials
- pacing
- classroom management
- or whether students are “on task”
Those things matter.
But they are not enough.
Because a classroom can look:
- calm
- structured
- well-managed
- and engaged
…and still not be delivering strong reading instruction.
That is the gap.
And if leaders are not trained to look beyond general indicators, they may leave a classroom thinking:
“That looked good.”
…when in reality, students may not be receiving instruction strong enough to help them become better readers.
This is another major aha moment:
A lesson can look good and still not be effective for reading development.
That is what literacy walkthroughs must uncover.
Because the goal is not to confirm that instruction is happening.
The goal is to determine whether:
instruction is strong enough to help students learn to read well.
And that requires a much sharper lens.
What Strong Literacy Walkthroughs Must Focus On
If walkthroughs are going to improve reading outcomes, leaders must know exactly what to look for inside reading instruction.
That means moving beyond general observation…
and focusing on the instructional moves that actually matter most.
- Is the Instruction Explicit Enough?
This is one of the most important indicators of strong reading instruction.
Leaders should be asking:
- Is the teacher clearly modeling the skill?
- Are students being shown exactly what to do?
- Is the instruction direct and clear—or vague and implied?
- Are students expected to “figure it out,” or are they being guided step-by-step?
Explicit instruction is critical, especially for foundational skills and struggling readers.
The National Center on Improving Literacy emphasizes that effective reading instruction must be explicit, systematic, and cumulative, particularly for students who are not progressing as expected.
If leaders are not looking for explicitness, they may miss one of the most important drivers of reading success.
- Are Students Actually Doing the Reading Work?
This is another critical shift.
Leaders must look beyond:
- what the teacher is doing
…and focus on:
- what the students are doing
That means asking:
- Are students actively reading?
- Are they decoding, blending, and practicing?
- Are they responding verbally or in writing?
- Are they engaged in meaningful reading work—or mostly watching and listening?
This is a major aha moment:
Students do not become better readers by watching reading happen.
They become better readers by doing the work of reading.
And walkthroughs should make that visible.
Because if students are not getting enough practice, instruction cannot produce strong outcomes.
- Is Foundational Skills Instruction Strong and Accurate?
In K–2 and for struggling readers across grades, this is non-negotiable.
Leaders should look for:
- phonemic awareness instruction that is precise and clear
- phonics instruction that is systematic and accurate
- opportunities for students to apply skills in reading
- corrective feedback when students make errors
- alignment between instruction and the skill being taught
The Institute of Education Sciences emphasizes that strong foundational skills instruction is essential for early reading success and must be delivered explicitly and systematically. (ies.ed.gov)
If walkthroughs do not include this lens, schools may miss one of the most important drivers of early literacy outcomes.
- Are Students Given Enough Opportunities to Respond?
This is often overlooked.
In many classrooms, students are:
- listening
- watching
- completing worksheets
- or responding infrequently
That is not enough.
Leaders should be asking:
- How often are students responding?
- Are all students engaged—or just a few?
- Are responses oral, written, or both?
- Is the teacher checking for understanding consistently?
High-quality reading instruction requires frequent opportunities for students to:
- say the sound
- read the word
- explain the idea
- and apply the skill
This is another major aha moment:
The more students respond, the more they learn.
The less they respond, the less leaders can actually see.
That matters.
Because walkthroughs should help leaders see whether students are truly learning—not just whether instruction is being delivered.
- Is Small Group Instruction Actually Targeted?
This is where many walkthroughs miss an opportunity.
Leaders may see small groups happening and think:
“Good—differentiation is happening.”
But the real question is:
Is the differentiation precise enough?
Leaders should look for:
- groups formed by specific skill needs—not broad labels
- instruction matched to the exact reading gap
- appropriate pacing for the group
- clear focus on what students need next
If small groups are:
- too broad
- too general
- or not clearly aligned to data
then they may not be effective.
This is another critical aha moment: Small groups are only powerful when they are precise.
And walkthroughs must help leaders determine whether that precision is actually happening.
- Is Instruction Aligned to What Students Actually Need?
This is where walkthroughs connect directly to data.
Leaders should be asking:
- Does this instruction match what we know about student data?
- Are teachers teaching the skills students are actually missing?
- Is there a disconnect between what students need and what is being taught?
Because even strong instruction can be ineffective if it is not aligned to student need.
This is one of the most important shifts:
Good teaching is not enough.
It has to be the right teaching.
And walkthroughs should help leaders see whether that alignment is happening across classrooms.
- Is Feedback Helping Students Improve?
Feedback matters enormously in reading instruction.
Leaders should look for:
- immediate correction when students make errors
- opportunities for students to try again
- clarity in how the teacher responds to mistakes
- consistency in reinforcing accurate responses
Because students do not learn just from practice.
They learn from:
- practice
- plus feedback
- plus correction
And if feedback is weak or inconsistent, learning slows down.
That is something walkthroughs should make visible.
What Walkthroughs Should Lead To
This is where many schools need to improve.
Because walkthroughs are not the end of the work.
They are the beginning.
If walkthroughs are strong, they should lead to:
- clearer coaching priorities
- targeted professional development
- stronger grade-level alignment
- better instructional support for teachers
- and more precise leadership decisions
This is another major aha moment:
Walkthroughs are not about collecting data.
They are about improving instruction.
And if what leaders see in walkthroughs does not translate into action, then the walkthrough system is not doing enough.
What Schools Must Stop Doing Immediately
If schools want walkthroughs to become more powerful, there are several things they need to stop doing right now.
Stop:
- focusing only on general engagement and missing instructional quality
- using walkthroughs as compliance checks
- collecting evidence without using it to drive change
- giving vague feedback that teachers cannot act on
- assuming small groups are effective without examining precision
- observing classrooms without connecting what is seen to student outcomes
Because every one of those habits weakens the impact of walkthroughs.
And too many schools are still stuck in that pattern.
What Strong Literacy Leadership Looks Like in Walkthroughs
Strong leaders do not just “visit classrooms.”
They:
- know what strong reading instruction looks like
- know what to look for
- know what questions to ask
- and know how to respond when they see gaps
They use walkthroughs to:
- identify patterns
- support teachers
- guide coaching
- strengthen Tier 1 instruction
- and ensure consistency across classrooms
That is what makes walkthroughs powerful.
Not frequency.
Not presence.
But clarity and action.
The Bottom Line
What should strong literacy walkthroughs catch?
They should catch:
- whether instruction is explicit
- whether students are doing the work of reading
- whether foundational skills are strong
- whether small groups are precise
- whether instruction aligns to data
- and whether students are actually learning
Because if walkthroughs are not focused on those things, they may confirm activity…
without improving outcomes.
And if schools truly want stronger reading results, they must stop asking:
“Are we in classrooms enough?”
And start asking:
“Are we looking for the right things—and acting on what we see?”
That is the question that makes walkthroughs matter.
Because when leaders see clearly, they can lead clearly.
And when they lead clearly, instruction gets stronger.
And when instruction gets stronger, reading outcomes do too.
That is the goal.
And walkthroughs—when done well—are one of the most powerful tools schools have to get there.
Research & References
- Institute of Education Sciences / What Works Clearinghouse. Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade — emphasizes explicit instruction, student practice, and systematic teaching. (ies.ed.gov)
- National Center on Improving Literacy. Features of Structured Literacy Instruction — highlights explicit, systematic instruction as essential to reading success.
- Reading Rockets. Resources on effective reading instruction, feedback, and classroom practice.