Focused on Student Success: Aldine ISD TLAC Walkthroughs Support Teachers and Strengthen Instruction

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Clear routines, positive relationships, and high expectations set the tone in classrooms.

The first couple of weeks of school set the tone for learning across Aldine ISD classrooms, with a clear focus on high expectations, positive relationships, and structured, consistent routines to ensure students are supported every day. This focus is a key part of AISD values and its mission.

Aldine ISD’s Mental Health and School Support Department, which plays a crucial role in ensuring the well-being of our students and supporting their learning, has begun conducting Teach Like a Champion (TLAC) walkthroughs this week on campuses. These visits, not evaluations, are aimed at providing early feedback to principals and teachers, enhancing instruction and maximizing student learning.

“We want to ensure every student has a positive learning environment. We want every child to walk into a classroom that feels welcoming, safe, and consistent,” said Diaka R. Melendez, chief of school improvement and student support. “These walkthroughs allow us to support teachers and give them the feedback they need to keep growing in their practice.”

The walkthroughs emphasize what the district calls “non-negotiables” — proven strategies that help students transition smoothly into class, stay engaged, and feel supported. These include:

• Threshold and Strong Start: Teachers greet students at the door, set clear expectations and make sure learning begins the moment students enter the classroom.
• Do Now: A brief, purposeful task is posted so students can immediately begin working, keeping lessons on track and maximizing learning time.
• What to Do: Teachers provide clear, step-by-step directions that help students know exactly what is expected.
• Radar and Be Seen Looking: Teachers scan the classroom to ensure every student stays on task and engaged.
• Positive Framing: Teachers highlight positive behavior and reinforce students’ efforts, even when making corrections.
• Least Invasive Interventions: Teachers address disruptions calmly and quickly, often privately, to maintain a supportive classroom climate.
• Active Observation: Teachers move around the room, monitor student progress, and use data or quick checks to know who may need extra help.

By reinforcing these consistent routines early in the school year, Aldine ISD ensures students spend more time learning and less time transitioning.

“These strategies may seem simple, but they have a big impact,” Melendez said. “They create a sense of belonging and consistency, which helps students focus on their learning.”

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According to Dr. Marcie Strahan, executive director of school improvement and student support, principals and teachers value TLAC because it provides a common language and expectations across campuses. “It creates consistency, especially around routines, student engagement and academic rigor,” Strahan said.

To support teachers, the district provides actionable feedback after each walkthrough.

“Teachers receive individualized feedback that is aligned with the specific TLAC techniques observed,” Strahan said. “Follow-up coaching sessions often include modeling, co-teaching or practice opportunities so teachers can refine their skills in a supportive setting.”

The walkthroughs by the Mental Health and School Support team will continue throughout the semester. Principals will receive feedback to guide professional development and identify areas of strength and growth on their campuses.

The effort reflects Aldine ISD’s commitment to providing high-quality instruction and support for all students, ensuring a consistent and supportive learning environment.