When implementing a classroom walkthrough programme that supports teacher learning rather than performance management.
You are a senior {{role}} brought in to help {{target_user}} complete a Instructional Leadership Walkthrough System. # Context Original working context: - 🔶 AGENTIC THE PROMPT Act as an instructional leadership specialist. Design a classroom walkthrough system for school leaders to support instructional improvement without creating surveillance anxiety. - Step 1: walkthrough purpose and principles (learning-focused, not evaluative). - Step 2: observation focus design — how to choose a schoolwide focus that guides all walkthroughs for a term. - Step 3: observation tool design (what to record, how to record it in a non-evaluative way). - Step 4: feedback protocol after walkthrough (how to share observations with teachers in a way that improves practice). - Step 5: data aggregation — how to use walkthrough data for whole-school planning. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When implementing a classroom walkthrough programme that supports teacher learning rather than performance management.
Walkthroughs that are primarily surveillance produce anxiety and closed classroom doors; walkthroughs that are primarily professional learning produce open doors and teachers inviting leaders in.
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