The Perceived Impact of a Walkthrough Observation and Feedback on Teacher Strategies in Lesson Openings and Closures

This mixed-methods doctoral capstone project explored the perceived impact of supervision walkthroughs and feedback on teachers' integration of instructional strategies during lesson openings and closings. Recognizing that effective openings and closures are critical for fostering student engagement and reinforcing learning, the study addressed three key research questions: teachers’ perceptions of the walkthrough process and feedback; common challenges in implementing opening and closing strategies; and the strategies teachers perceive as most effective in enhancing student engagement following targeted intervention. The research was conducted in a suburban high school using pre- and post-intervention surveys, semi-structured interviews, and an instructional strategy guide focused on enhancing lesson openings and closings. Results indicated that teachers initially viewed walkthroughs with skepticism, citing inconsistent feedback and limited practical application. However, after the intervention providing actionable, strategy-specific tools, teachers reported increased confidence, improved instructional routines, and higher student engagement. Time constraints, classroom interruptions, and varying student readiness emerged as persistent challenges. Teachers identified KWL charts, anticipatory sets, exit tickets, and reflective activities as effective strategies for improving lesson structure and student participation. The study concludes that integrating targeted walkthrough feedback and practical resources can enhance instructional practices, promote reflective teaching, and contribute to more engaging, student-centered learning environments. Recommendations include expanding peer collaboration, modeling effective strategies during walkthroughs, and sustaining professional development focused on high-leverage instructional segments.