school visit format

The school visit: what to look for, what to ask

by: The GreatSchools Editorial Team | Updated: December 5, 2023

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Be sure to visit all the schools on your list, if you can. A visit is the best way to determine whether a school is right for your child. Even a short visit will help you identify a school’s strengths and challenges. It’s also the only way to get a feel for a school’s climate — intangible but important factors like the dynamism of the teaching, engagement of the students, quality of communication, level of respect between students, teachers, administrators, and parents, and the overall sense that the school offers a safe and inspiring learning environment .

School visit checklists

Use this printable guide to help you plan your elementary, middle, or high school visit.

Before your visit

• Do your homework. Read about the schools you’ll be visiting. Examine their school profiles on GreatSchools.org. Talk to other parents and check your local newspaper for articles about the schools.
• Contact the school.  Most schools conduct regular school tours and open houses during the enrollment season — typically in the fall. Call the school or go online to schedule a visit.
• Ask and observe. Jot down your questions before your visit (the sample questions below will help you create your list).

Key questions to ask

• Does this school have a particular educational philosophy or mission?
• What curriculum does the school use for math, reading, science, etc? Ask if the school follows the Common Core State Standards , Next Generation Science Standards , and which program(s) are they using to teach children to read ?
• What is the average class size ?
• What is this school’s approach to student discipline and safety? Do they practice restorative justice ? Are the discipline practices fair for families of color ? Do they practice corporal punishment , and if so, can you opt out of that for your child?
• How much homework do students have? What is the school’s philosophy/approach to homework ?
• What kind of library resources are available to students?
• How is technology used to support teaching and learning at this school?
• How do the arts fit into the curriculum? Is there a school choir, band or orchestra? A drama program? Art classes?
• What extracurricular opportunities (sports, clubs, community service, competitions) are available for students?
• How do students get to school? Is free school busing available?
• Is bullying a problem at the school? Does the school have an anti-bullying policy ?
• Does the school have a program for gifted students ?
• How does this school support students who have academic, social or emotional difficulties?
• What strategies are used to teach students who are not fluent in English?
• What professional development opportunities do teachers have ? In what ways do teachers collaborate?
• Does the school offer Physical Education (PE) classes?
• What are some of the school’s greatest accomplishments? What are some of the biggest challenges this school faces?

Features to look for

• Do classrooms look cheerful? Is student work displayed, and does it seem appropriate for the grade level?
• Do teachers seem enthusiastic and knowledgeable, asking questions that stimulate students and keep them engaged?
• Does the principal seem confident and interested in interacting with students, teachers and parents?
• How do students behave as they move from class to class or play outside?
• Is there an active Parent Teacher Association (PTA) ? What other types of parent involvement take place at this school?
• How well are the facilities maintained? Are bathrooms clean and well supplied, and do the grounds look safe and inviting?

Especially for elementary schools

• What are some highlights of this school’s curriculum in reading , math, science and social studies?
• What criteria are used to determine student placement in classes?
• How does this school keep parents informed of school information and activities? Are they easy to communicate with ?
• Does the school let parents know what their rights are (and aren’t ) in regards to your child’s education?
• Is quality child care available before and after school?
• How much outdoor time do kids get each day?

 Especially for middle schools

• How does the school guide and prepare students for major academic decisions that will define their options in high school and beyond? Do they provide advice to parents on how to help this age group ?
• Does the school offer tutoring or other support if students need extra help?
• Are world language classes (French, Spanish, etc.) offered to students?
• If the school is large, does it make an effort to provide activities that create a sense of community ?

Especially for high schools

• Does this school have a particular curriculum focus, such as STEM (Science, Technology, Engineering, and Math) or the arts?
• What kind of emphasis does the school place on college preparation ?
• Does the school have a good selection of Advanced Placement (AP) and honors classes?
• What percentage of students take the SAT or/and ACT ?
• Where do students go after they graduate? How many attend four-year college? Are graduates prepared for college ?
• Are counselors available to help students make important decisions about classes?
• Is college counseling and support available?
• Does the school offer a variety of career planning options for students who are not college bound?
• Does the school staff set high expectations for all students?
• Does the school have a tutoring program so students can get extra help if they need it?
• How do students get to school? Is there a parking lot, and are buses (public or district-provided) available?
• Does this school have any school-to-work programs or specialized academies ?
• What is the school drop-out rate ?

Especially for charter schools

• When and why was this school created ?
• Does the school have a specific focus?
• Who is the charter holder, or the group that created the school?
• How does the school select teachers? Are the teachers certificated?
• Is this the permanent location or facility for the school? If not, will the school be moving to another location in the near future?

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• Business Templates
• School Samples

FREE 11+ Sample School Visit Report Templates in MS Word | Google Docs | Pages | PDF

Jean Piaget said: “The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.“ A good education can be seen if a certain school can mold the students into the better versions of themselves. But how can someone know if a school can provide the needs of the students and help them grow intellectually? In this article, we are glad to help you have insight for your success by using our guide and downloadable visit report samples when you are going to a certain school branch or project site. Keep on reading!

School Visit Report

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A school visit report is a detailed report consisting of some information about the visit in the school, mainly about the present conditions of the teachers, instructors, school facilities, students, classrooms, school equipment, and other things. This sample report also shows if a school is really effective in terms of providing the needs of the students in attaining proper education. Additionally, teachers can also learn from one another when they visit different schools.

A School Visit Report is a comprehensive document that outlines the observations, findings, and sample recommendations resulting from a visit to an educational institution. This report is typically generated by individuals, such as education officials, inspectors, or administrators, who conduct on-site visits to schools. The purpose of the report is to assess various aspects of the school’s functioning, identify strengths and areas for improvement, and provide valuable feedback to enhance the overall educational environment.

Key Components of a School Visit Report:

• Sample Brief overview of the purpose and context of the visit.
• Background information about the school, including its name, location, and any relevant details.
• Clearly defined objectives or goals for the visit, such as evaluating teaching methods, assessing infrastructure, or reviewing administrative processes.
• Examination of the physical facilities, including classrooms, laboratories, libraries, and recreational areas.
• Assessment of the overall cleanliness, maintenance, and safety measures in place.
• Evaluation of teaching methods, curriculum implementation, and the use of educational technology.
• Observations on classroom dynamics, student engagement, and teacher-student interactions.
• Sample Analysis of academic performance, examination results, and any available student achievement data.
• Identification of trends or patterns in student outcomes.
• Assessment of teacher qualifications, professional development opportunities, and adherence to educational standards.
• Recognition of outstanding contributions by faculty members.
• Review of administrative systems, including enrollment procedures, record-keeping, and communication channels.
• Examination of financial management practices and budget utilization.
• Overview of extracurricular sample programs, sports, cultural activities, and student clubs.
• Evaluation of the school’s efforts to promote holistic development.
• Assessment of parent-teacher communication and involvement.
• Exploration of partnerships with the local community and efforts to foster positive relationships.
• Identification of challenges or areas that require improvement.
• Concrete recommendations for addressing identified issues and enhancing overall school performance.

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School visits are essential for many teachers and educators to gain knowledge about a particular school they are visiting, observing how teachers there are facilitating student learning, and getting informed by the school administrators about their role in establishing a productive learning area for the students. In this section, we provide some helpful tips that you should think consciously in writing your report format :

First of all, you need to define your goals while visiting a school. What are the unique points in this particular school, as well as the teachers, instructors, school faculty, and students? What do you want to learn from visiting this school? How can the experience in the school visit help you in enhancing your teaching methods? Consider these questions when you think about your goals statement for your report.

Try your best in interacting and being up close with other teachers and educational facilitators through classroom visits, panel discussions, or sitting in on teacher sample planning meetings. Know about their experiences in teaching and learn from them. So, you must concentrate even more on learning about the policies and processes at the teacher and administrator level. Plus, figure out how you can implement helpful policies or cancel policies at your school that are not effective.

3.  Talk with the students 

Also, you can talk with some students report of the school you’re visiting through the guided school tours and class visits. Hear their thoughts and opinions about their experience in studying and how the school helped them in general.

Then, you need to collect valuable information of your school visit from the resources given to you. Usually, schools and academies provide the visitors some panelist presentations and information on the school site in the sample forms of brochures.

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Importance of School Visit Reports:

• School visit reports serve as a mechanism for quality assurance in education.
• They help education authorities and stakeholders ensure that schools adhere to prescribed standards and guidelines.
• Through on-site observations, reports highlight both the strengths and weaknesses of a school.
• This information aids in acknowledging and reinforcing positive practices while addressing areas that need improvement.
• School visit reports focus on various aspects of the educational process, from teaching methods to infrastructure.
• Recommendations provided in the reports contribute to enhancing the overall quality of education, leading to improved academic outcomes.
• Education authorities can use the insights gained from visit reports to develop strategic plans for school improvement.
• The reports guide the allocation of resources, implementation of targeted interventions, and setting of educational priorities.
• Reports often include sample assessments of teacher qualifications and teaching methodologies.
• This information can inform decisions related to teacher training and professional development programs, ensuring that educators are equipped with the necessary skills.
• School visit reports promote accountability among educational institutions.
• By making these reports publicly available, transparency is increased, fostering trust among parents, community members, and other stakeholders.
• Education policies and initiatives can be evaluated based on the findings and recommendations of school visit reports.
• This sample evaluation informs policymakers about the effectiveness of existing measures and guides the development of new policies.
• School visit reports often include information on parent and community engagement.
• This engagement is crucial for creating a collaborative educational environment, and reports guide efforts to strengthen these partnerships.
• The cyclical nature of school visits and reports supports a culture of continuous improvement.
• Schools can use the sample feedback provided in previous reports to track progress, implement changes, and strive for ongoing excellence.
• Ensures that schools comply with legal and regulatory requirements.
• Helps identify any issues that may lead to non-compliance and provides recommendations for corrective actions.
• Emphasizes the impact of educational practices on students.
• Encourages schools to adopt student-centric approaches that prioritize the well-being and academic success of students.

A school visit is important for teachers and educators to increase connections to one another and have a valuable learning experience. 

Identify a specific goal or purpose. Communicate with the principal and department heads of the school. Hold a short planning meeting schedule prior to the visit. Set up a detailed visit schedule. Then, take some important notes of the school visit and have a follow-up talk along with the teachers and other educators.

A visit report provides an overall summary report or overview of a site visit for business development.

Make an analysis  essay about the teaching and learning styles of the teachers and students, and experience the culture and environment there. If you can’t visit, try to search for a few students and parents who can provide you their personal experiences with the school.

School Visit Reports are typically conducted by education authorities, inspectors, or accreditation bodies responsible for evaluating the performance and compliance of schools.

The frequency of School Visit Reports varies, but they are often conducted periodically as part of quality assurance measures. The interval may depend on regional regulations or accreditation requirements

School Visit Reports play a crucial role in the accreditation process. Accreditation bodies often use these reports to determine whether a school meets the established standards and criteria for accreditation.

Therefore, teachers and educators can have a meaningful and transformative learning experience when they participate in school visits. If you are a teacher, you will be delighted to visit a school especially to award-winning and elite universities and educational institutions. So, creating a sample report from your school visits can be helpful in getting some knowledge about different learning environments and students. To help you with your report, we have included several report samples that you can use. 

In conclusion, a School Visit Report serves as a vital tool in evaluating and enhancing the educational landscape. Through meticulous assessments and recommendations, it contributes to the ongoing journey of educational institutions towards excellence, fostering continuous improvement and ensuring a high standard of quality in the realm of education.

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51+ SAMPLE School Visit Report in PDF | MS Word | Google Docs

School Visit Report | MS Word | Google Docs

51+ sample school visit report, what is a school visit report, things to consider in a school visit report, tips on school visit report, how to write a school visit report, what is the main goal of a school visit report, how can you have an evaluation for the school.

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Number of schools you will visit, time of the day, presentation and politeness of the children, maintenance of facilities, examination results, progress of students, standard of the school, size of the school, step 1: plan the visit, step 2: identify your goals, step 3: connect with teachers, step 4: talk to students, step 5: examine resources, share this post on your network, file formats, word templates, google docs templates, excel templates, powerpoint templates, google sheets templates, google slides templates, pdf templates, publisher templates, psd templates, indesign templates, illustrator templates, pages templates, keynote templates, numbers templates, outlook templates, you may also like these articles, 12+ sample construction daily report in ms word | pdf.

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• Some Principles for Planning Effective School Visits

1. Build clarity around the purpose of the visit, among your critical friends and among colleagues, parents, and students in your school.

What questions do we have and how will a visit help uncover them?

• What evidence will we ask our critical friends to look for or examine, to enable them to provide relevant feedback?
• What steps should the school take in order to welcome the visitors and value their feedback?
• What written background information will our visitors need? How can we use existing documents-the school’s restructuring plan, for example-to give this information?

2. Structure a visit that gives critical friends access to the information and observations they need to help the school.

• How will we make our visitors comfortable (location of restrooms, bell schedules, a meeting room, a student guide, access to coffee)?
• How will the visitors get to talk to students, teachers, and parents about student work (focus groups, candid interviews, meetings with leadership)?
• Will there be samples of student work to look at? What data and evidence should be available?
• How will the visitors get the “feel” of the school (student shadowing, teacher shadowing, classroom observations)?
• How will we handle lunch (ask visitors to mingle, assign them hosts, arrange focus-group lunches)?
• How and when can the visitors offer ideas about the design of the day’s activities?

3. Structure the feedback process so that as many people as possible can be involved in a non-threatening way.

• Is there a time and a place in the agenda for visitors to discuss with each other what they have seen and talk about the feedback they want to give?
• What will our grouping strategies be (team reports to staff, individuals to small groups, team reports to representatives)?
• What data will we collect from our visitors (charted feedback, personal reflections, notes on the feedback)?
• What will people need to feel safe in the feedback process (ground rules, facilitation, room set-up)?
• Who needs to hear this feedback?

4. Think through the follow-up activities.

• How will this feedback get to a wider audience?
• How will we provide information to the visitors on the value of the visit and the quality of their feedback?
• Will visitors need a room to debrief and plan following the visit?
• How does this visit connect to the other visits the school will host?

Thanks to the Bay Area Coalition of Essential Schools (BayCES) for developing this material.

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One of the best ways to see deeper learning in action is to visit schools. For many policymakers and educators, these visits are transformative, offering them an opportunity to be escorted through the school environment by student guides, visit classrooms, see teachers facilitating student learning, and talk to administrators about their role in creating an engaging learning space for all. Through schools visits, tour participants gain a greater understanding of why it’s important to help young people prepare for college, career and life not only by academic knowledge, but also by mastering skills such as critical thinking, problem solving and teamwork.

For 25 years, our organization–the American Youth Policy Forum (AYPF)–has been conducting study tours for policymakers, and more specifically for the last seven years the organization has conducted deeper learning  study tours, which have been funded by the Hewlett Foundation . Through the tours, small teams of state and federal policy leaders and educators have had the opportunity to see deeper learning in action, with the aim of informing them about what conditions are necessary to provide innovative learning experiences to all students. Ideally, they will then move from contemplating change to taking action. Through conducting these tours and receiving recommendations for improvement from WestEd ’s independent evaluation of them, we’ve learned that they remain valuable vehicles for adult learning. Here are some recommendations for you to consider as you organize your own tours of schools, or participate in these experiences.

Consider your goals

Before organizing a study tour, it’s helpful to think about why you’d want to bring people (be they policymakers, business leaders or educators) along on a tour, and what you expect to happen following the tour. You might consider using a framework similar to the one that WestEd evaluators provided us to help us clarify our tour goals and to think about our theory of action. This framework has four stages for understanding behavior change: precontemplation, contemplation, preparation, and action (this is the Transtheoretical Model of Change ). As we organize tours, our goal is that, having heard from policy leaders and having visited schools, participants will move from contemplating change, to a period of preparation, to taking action. Our purpose with these tours is to promote deeper learning opportunities for all students, so we work towards clarifying what actions policymakers and educators will need to take to accomplish this goal.

Select and Prepare Participants Carefully

Study tours work best when the audience is comprised of people with diverse backgrounds, experiences, and roles. We have typically included representatives from various levels of policy (state and local), from higher education and K-12, from the business community, and from a variety of community organizations. All trip participants receive preparation materials well in advance, including draft agendas and information on the sites they will be visiting. Based on our evaluation’s recommendations, we will spend more time in the future connecting preparatory materials to documents that will be used for reflection on participant learning during the tour. We will also examine ways to conduct pre-trip needs assessments, to help participants better focus their learning. These could include the use of surveys, or a webinar that walks participants through identifying what they most need to learn about.

Provide High-Quality Tours

A high-quality tour includes framing remarks by state- and district-level leaders, site visits to schools, and time for guided reflection and networking. Participants generally appreciate the chance to tour schools, but always want more time to interact with administrators, teachers and students. School visit agendas should maximize this kind of meeting time, offering participants multiple opportunities to engage with the principal (usually at the start and end of the tour), to hear from teachers (through classroom visits, panel discussions, or sitting in on teacher planning meetings), and to interact with students (through guided tours, classroom visits, panel discussions, or shadowing them at their internships). It’s also helpful to hear from students who have graduated from high school, as this provides a window into their experience of how well their high school prepared them for postsecondary options. Having seen deeper learning in action, usually at two school sites, it’s important to provide time and structure for participants to tease out which components of the school models presented they could possibly incorporate into their own work. The evaluation of our tours revealed, unsurprisingly, that our participants want to focus even more on learning about the policies and processes at the teacher and administrator level that enable deeper learning. They also want to figure out how they can implement helpful policies – or quit doing some of the unhelpful ones!

Conduct Follow-Up and Provide Additional Resources!

Following the trip, we provide our participants with resources, including panelist presentations and information on the school sites. Additionally, we mail them a self-addressed postcard on which they have shared the action steps they committed to take, based on what they learned. This activity with the postcards is conducted right at the end of the study tour, and mailing it a few weeks after the trip provides a gentle nudge to action. We are exploring the ideas of conducting follow-up webinars to learn what resources and help participants still need, and possibly even creating toolkits that help them transition from learning on the trip to implementation back at their jobs. Part of this conversation will center on how we help participants tell the story of their experience, as we know they typically share information with colleagues. What story will they tell about deeper learning? About their encounters with students?  About the need to provide this kind of engaging, hands-on learning experience to each and every child?

The Learning Journey is an Iterative Process…

Participating in a tour to a school can be a transformative learning experience for attendees – but only if they continue to grapple with issues raised by the tour, and have a dedicated forum for contemplating possible action. Following our tours, participants continue to explore the intersection between deeper learning and career and technical education . They struggle with how to be more effective in providing deeper learning to diverse student populations. How to recruit, train, and provide ongoing professional development for teachers who facilitate deeper learning remains a topic of profound contemplation.

Organizing an effective tour takes time and effort. Going along on a tour requires dedication to one’s craft and a willingness to be open to new experiences. As you think about participating or organizing a tour, remember that these are iterative learning experiences, moving from precontemplation towards action. Just like the students and teachers we are visiting with, we are always on a learning journey–one we should ideally engage in with curiosity, an open mind, and plenty of zest!

For more, see:

• Professional Learning: The Power of School Visits
• 100 Middle & High Schools Worth Visiting
• An Innovative K-8 Human-Centered Approach at Design39

Loretta Goodwin is Deputy Director of the American Youth Policy Forum . Follow her on Twitter:  @LearningZest  

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How to Write a Visit Report

Last Updated: March 30, 2024 References

This article was co-authored by Madison Boehm . Madison Boehm is a Business Advisor and the Co-Founder of Jaxson Maximus, a men’s salon and custom clothiers based in southern Florida. She specializes in business development, operations, and finance. Additionally, she has experience in the salon, clothing, and retail sectors. Madison holds a BBA in Entrepreneurship and Marketing from The University of Houston. This article has been viewed 655,501 times.

Whether you’re a student or a professional, a visit report helps you document the procedures and processes at an industrial or corporate location. These reports are fairly straightforward. Describe the site first and explain what you did while you were there. If required, reflect on what you learned during your visit. No additional research or information is needed.

Writing a Visit Report

Explain the site's purpose, operations, and what happened during the visit. Identify the site's strengths and weaknesses, along with your recommendations for improvement. Include relevant photos or diagrams to supplement your report.

Describing the Site

• Reports are usually only 2-3 pages long, but in some cases, these reports may be much longer.
• In some cases, you may be asked to give recommendations or opinions about the site. In other cases, you will be asked only to describe the site.
• Ask your boss or instructor for models of other visit reports. If you can't get a model, look up samples online.

• If you visited a factory, explain what it is producing and what equipment it uses.
• If you visited a construction site, describe what is being constructed and how far along the construction is. You should also describe the terrain of the site and the layout.
• If you’re visiting a business, describe what the business does. State which department or part of the business you visited.
• If you’re visiting a school, identify which grades they teach. Note how many students attend the school. Name the teachers whose classes you observed.

• Who did you talk to? What did they tell you?
• What did you see at the site?
• What events took place? Did you attend a seminar, Q&A session, or interview?
• Did you see any demonstrations of equipment or techniques?

• For example, at a car factory, describe whether the cars are made by robots or humans. Describe each step of the assembly line.
• If you're visiting a business, talk about different departments within the business. Describe their corporate structure and identify what programs they use to conduct their business.

Reflecting on Your Visit

• Is there something you didn’t realize before that you learned while at the site?
• Who at the site provided helpful information?
• What was your favorite part of the visit and why?

• For example, you might state that the factory uses the latest technology but point out that employees need more training to work with the new equipment.
• If there was anything important left out of the visit, state what it was. For example, maybe you were hoping to see the main factory floor or to talk to the manager.

• Tailor your recommendations to the organization or institution that owns the site. What is practical and reasonable for them to do to improve their site?
• Be specific. Don’t just say they need to improve infrastructure. State what type of equipment they need or give advice on how to improve employee morale.

Formatting Your Report

• If you are following a certain style guideline, like APA or Chicago style, make sure to format the title page according to the rules of the handbook.

• Don’t just say “the visit was interesting” or “I was bored.” Be specific when describing what you learned or saw.

Sample Visit Report

Community Q&A

You Might Also Like

• ↑ http://services.unimelb.edu.au/__data/assets/pdf_file/0010/471286/Site_Reports_for_Engineers_Update_051112.pdf
• ↑ https://www.examples.com/business/visit-report.html
• ↑ https://www.thepensters.com/blog/industrial-visit-report-writing/
• ↑ https://eclass.aueb.gr/modules/document/file.php/ME342/Report%20Drafting.pdf

About This Article

To write a visit report, start by including a general introduction that tells your audience where and when you visited, who your contact was, and how you got there. Once you have the introduction written out, take 1 to 2 paragraphs to describe the purpose of the site you visited, including details like the size and layout. If you visited a business, talk about what the business does and describe any specific departments you went to. Then, summarize what happened during your visit in chronological order. Make sure to include people you met and what they told you. Toward the end of your report, reflect on your visit by identifying any strengths and weaknesses in how the site operates and provide any recommendations for improvement. For more help, including how to format your report, read on! Did this summary help you? Yes No

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How to Plan Great Learning Tours for School Designers

By Victoria Crispin, Senior Director, Springpoint

There is growing recognition that we need to do school differently. More and more, educators seek examples, ideas, and inspiration that can fuel innovative school design. At Springpoint, we help educators across the country design and launch new high school models. We’ve led hundreds of educators on learning tours across the country, which is a key lever for informing great practice and shifting mindsets.

Our latest  Schools to Visit guide  lists innovative school sites across the country that educators may want to learn about. Here, we’ve outlined the ways in which we help them intentionally explore exemplary learning environments and process their observations through structured debrief and planning time.

Start with Learning Outcomes As educators think about which schools to visit, a great first step is to identify a set of outcomes for the learning tour by asking a set of questions to drive the overall design and planning of the learning tour, such as:

• What aspects of practice should all participants be exposed to?
• What questions are participants hoping to investigate based on their existing practices?
• What will they concretely take away from the learning experience?
• How will they spend their time debriefing and engaging with their observations outside of the specific school visits?

From here, educators can craft a set of outcomes, which will help prioritize the ideal host sites to reach out to for a visit. Here are snapshots of sample outcomes and how they inform site and participant selection.

Example 1  –  Sample outcomes : 1. Our team will learn about different approaches to primary person models through the effective use of advisory that brings positive youth development practices to life in a school. 2. Our team will understand flexible scheduling that provides opportunities for leaders to build additional time for advisory into the daily schedule. What you’d look for : Multi-grade advisory structure in a full 4-year sequence. Who should attend : Principal with a thought partner including an Assistant Principal or lead teacher, students, and anyone whose primary job will be to accelerate the inclusion of positive youth development into the school model.

Example 2  –  Sample outcomes 1. Our team will learn about college and enrichment supports in an alternative school context. 2. Our team will understand innovative approaches to human capital and college access programming in schools. What you’d look for : Content teachers overseeing student case conferences and teaching college navigation courses, direct instruction of collaboration, self-advocacy, and other habits of success. Who should attend : Grade team leaders, students, student success personnel, college counselors.

Participant Selection We recommend selecting learning tour participants with the visit outcomes in mind. Based on the learning outcomes, identify team members who can best leverage the learning tour experience. Participants should also understand that the learning tour will be an opportunity for the team to both examine and bolster their own model or current set of practices. It may be worthwhile to take time at the outset to socialize the idea of adopting a learner’s stance as they visit and observe other learning environments.

On our learning tours, we ask participants to embark on school visits with open-mindedness, enthusiasm, and respect. We propose the following statements to our groups as visit norms for our time together:

• An appreciation for each other’s time away from our buildings and homes, and the commitment we’ve made to this shared experience by remaining fully present and entering each learning experience with a beginner’s mind.
• A willingness to challenge personal beliefs, perceptions, and practices, and an open and receptive attitude while doing so.
• A professional, respectful, and transparent environment in which it is safe to converse, question, and discover, and one that fosters new relationships.
• A belief that every school is a work in progress and has valuable lessons to impart.
• A common understanding of the vision, mission, goals, and expected student outcomes driving the work of your model, to best internalize observed practices that you may want to implement.

Bring Students! We always recommend that our partners include students on their design team, which means that students often attend our learning tours. Having students join these learning experiences can be a robust and enriching way to embed them even more deeply in their own school’s design process. It can connect the dots for students in tangible ways, expose them to new cities and ideas, and make them feel like an equal member in their school’s design work.

Planning the Visit Thoughtfully Our team understands how to navigate the many moving pieces of planning a trip for any group, be it an existing school team, a design team, district or charter staff, or students. Here are some tips we’ve developed as a result of our robust work in this arena:

• Assign roles.  Determine which team member will be the point of contact for the host school. This person will coordinate with all parties and respond professionally and promptly to all requests and changes. They will also organize the visit logistics, including arrival and sign-in at the host school. While the school visit logistics are being honed, other team members can work on planning the debrief and related aspects of programming that will also happen during the learning tour.
• Scheduling.  Identify any blackout dates for visitation, cross-checking the availability of your own team and coordinating closely with the host school to avoid holidays, testing days, trips, and other school-wide events. We have found that the optimal time of year for most schools to host visitors is early October to Thanksgiving and end of January to mid-March.
• burning questions and areas of interest
• any requests for specific policies or work products that would be helpful for your team to reference as additional context and pre-work (e.g., one-page overview of the school model, master schedule, student and staff recruitment materials, grading policies, etc.)
• any requests for specific stakeholders to hear from, for example, a  STEM  teacher, a mastery specialist, or students (we strongly recommend including a student panel in the agenda)

Remember to reach out to potential host schools as early as possible. Making contact four months out is safe and generous. We recommend giving one month at the very least. You’ll also want to be clear with the host school about your overall group size, as well as classroom walkthrough group size so that the visit is minimally disruptive. As we say in our Schools to Visit Guide, most smaller host schools can accommodate at least five people, while larger schools might be open to 10-15 visitors. Discuss this with your point of contact early on as it might affect the planning process.

Once you confirm a visit and a date, you might consider setting up a brief planning call with the host school leader (or their planning point person). Giving the host school a high-level sample agenda to review and react to in advance can make the planning call more efficient. This is the  sample school visit template  that we use when coordinating with host schools. We’ve found that these leading questions and action items help concretize the ask.

Develop an Outline for the Tour Sketching out the structure of a learning tour requires strategic planning. We work to ensure that teams are engaged in the following learning cycle: 1. Observe; 2. Make meaning; 3. Plan; 4. Receive feedback; 5. Share and implement. This cycle allows participants to develop clear understandings and positions them to act upon their insights back at their home schools. The following foundational elements of a Springpoint learning tour are designed to guide participants through this cycle:

• A welcome and framing presentation  by the host school leader to open the school visit and set the context.
• Classroom observations  across content areas and grade levels (if applicable). Participants can capture observations and learning with a common observation tool that has flexibility for customization. ( See a sample observation tool here ).
• Robust Q&A sessions  with students and teachers.
• A thorough debrief discussion  with the school leadership team.
• Structured planning time  to make meaning of observations and insights from each school visit.
• A presentation segment  at the end of the tour, so that participants can give and receive feedback on the action plans that have resulted from examination of the observed school model elements, and how these can live in their own school context.

We have found that dedicated blocks of planning time are crucial so that educators can digest what they see and figure out how to adapt relevant practices and systems to their own contexts.

Our learning tours generally include multiple school design teams. We use the planning time to facilitate a robust session for these teams to engage in conversation, explore key questions, work in small groups, and collaborate across teams. Each team develops a brief slide presentation showing how they will bring learnings back to their community and shift practice in their school or classroom. School teams present to the larger group and receive feedback and we help them itemize next steps toward implementation. We have found it most valuable to hold these sessions on the same day as the visit, generally in the afternoon following a morning tour. However you decide to structure the debrief and planning time, be sure to think about the structure and process well before the visit starts.

Meals, Networking, and Special Accommodations It’s important to remember that your group will need access to three meals a day, breaks to rest and check-in with their teams and at home, and snacks, water, and caffeine to sustain them through the afternoon’s debrief and planning sessions. We try to balance the number of collective meals that our groups eat together for networking and general camaraderie, with those that they can have independently so that everyone has a bit of individual time as well.

We also always ask up front whether participants have any special accommodations that we should be aware of, including food allergies, trouble with walking long distances or stairs, required proximity to a screen or audio, print size, or any other need. Our goal is to make participants as comfortable as possible while they’re with us.

Iterate the Process Our network support team thinks of every detail, planning for everything but remaining nimble based on needs and changes. We always collect participant feedback at the end of a learning tour to address our partners’ requests and ideas for future agenda and/or facilitation modification. We have run dozens of learning tours and continue to refine our approach to make sure each trip is a valuable use of educators’ precious time away from their buildings, teams, and their own families back at home.

We consistently get positive feedback from our partners on their participation in our learning tours. Cleveland Metropolitan School District leader, Darcel Williams, said: “The Springpoint network enriches our principals, who each have had the opportunity to visit schools across the country where the very design principles they are implementing are being lived out, richly.” Nancy Rosas from Internationals Network for Public Schools has said, “the school visits that Springpoint organizes for our staff expose us to innovative ideas that we can adapt and implement within our own context. These visits also energize our leaders and teachers who always return wanting to try new things they’ve seen.”

Please reach out with any questions, or if you are interested in additional resources: [email protected]

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School Visit Experts

Creating programs that kids, teachers & librarians love, 10 must-haves in your school visit contract.

• Date(s) of event
• Honorarium : Specify how much you will be paid and when the payment is due.
• Expenses: When traveling afar, expenses that the host reimburses are typically travel (mile, airfare, train), food and lodging.
• Number of Sessions: This might include any combination of assemblies, workshops, classroom visits and autographing.  I highly recommend that you require approval of the schedule in advance of the visit.
• Grades and Size of Audiences
• Equipment & Physical Set-up: Specify what equipment the host needs to provide, what you will provide and how you need to have the room set-up for your program.
• Selling Books: If you require a book sale, identify who is responsible for ordering books, collecting money and returning unsold stock.
• Cancellation clause: This clause is for any cancellation of your visit by the school that is not due to that is not due to an act of God.
• Inability to perform: This is basically a “reschedule” clause in case something happens to you (illness, death in the family, etc.) where you cannot appear on the scheduled date.
• Recordings: You might want to require signed permission from you which also specifies that you retain all rights to any recording in any format made during your visit.

Other resources:

Get It In Writing 

Sample Lecture Contract

6 thoughts on “ 10 Must-Haves in Your School Visit Contract ”

Very, very good advice, Alexis! I’m going to print this out and stick it in my “contracts” folder.

Excellent info, as always! I have one thing to add: At the bottom of the contract, beneath the signature, I ask for the name and cell phone number of a contact I can reach outside regular school hours, in case of an emergency. This is helpful if the weather turns ugly or if there’s any other unforseen event. I also give them my cell #, as well.

This is a great suggestion, Ruth. Thanks!

Thank you for compiling this information. I’m sure it will be helpful for both authors & illustrators as well as those organizing events.

Thanks Alisha, for recognizing that these contract tips can help the hosts as well as the authors.

Pingback: Secrets to Getting School Author Visits | EMU's Debuts

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How To Write A Report On Your School Trip Experience

We know what it’s like in teaching these days: everything needs a write-up. And school trips are no exception: from writing permission letters to parents, to the post-match analysis that are school trip reports.

Fortunately, the experts at NGT are here to help. Our tour planning tools page and Trip HQ hub contain all sorts of teacher resources, from letter templates to packing checklists. So you can get a head start on all that admin, and build a school trip your students will never forget.

As for how to write a report on a school trip, we can help with those too. Just read on for our handy guide.

The school trip report format

When reporting on a  school trip , there are no ‘set’ ways to get started.

However, we’ve included some school trip report examples below, and outlined a few essential sections to help you out.

As for the length of your school trip report, you should aim for about two to three pages. This might sound quite long, but once you’ve filled out the key elements, it should come together fairly easily. 

The School Trip Aims and Objectives

Every school trip should have some solid objectives behind it: from allowing  geography  students to see coastal erosion in action, to letting your French class practice their language skills at a real  Parisian  market.

Hence, the aims and objectives should be the first and most important part of your school trip report. A bulleted list will suffice.

The school trip location

In your analysis of your school trip, it’s also important to explain why you chose that location.

Was it a once in a lifetime chance to experience other cultures? Or an opportunity for students to get to know their local area?

It’s also worth noting down why this place, in particular, is relevant to your specific  study topics . From museums and art galleries to sights and sounds, what is it about this  destination  that makes it the perfect spot to enhance your pupils’ classroom learning?

The school trip diary

A good school trip report should always include some diary-style entries. If it was a day trip, write up what your students did in the morning and afternoon. If you enjoyed a longer visit, you can separate out the activities from each day. 

However, rather than simply writing down the itinerary, make sure you explain how students felt, and what they learned. Adding little details like what the weather was like, and all the sights and sounds you noticed, can really help to bring your experience to life.

A top tip is to use the daily entries within  WST’s Trip HQ , therefore all your notes are securely kept in one place.

The school trip outcomes

This section is all about the educational impact of your adventure. Did your students fulfil their original objectives? What little surprises did you encounter along the way? Was there anything they learned that they didn’t expect to?

Once you’ve answered these questions, it’s time to establish the impact this experience will have in the classroom. For  modern foreign language  students, this might be improved fluency in their chosen language. For  art students , it might be inspiration for their coursework. For geographers, a case study they can use in their exams.

Whatever it is, write it down – it’s a crucial part of your school trip report.

Governor school visits: a chair’s guide and template schedule

Use our guide to help plan and prepare for governor school visits. understand how you can link visits to the school improvement plan, and how you can help your governors prepare and report back effectively., be clear on the purpose .

• Link the visits to your school strategy
• Set the frequency of visits and use our template to map out a schedule
• Getting the most out of remote visits
• Make sure governors are clear on reporting back

In a nutshell

• 'Monitoring visits' are where individual governors go into the school to see how specific aspects of the school work in practice
• Visits allow governors to ask and see whether the things people say are happening are actually happening
• They might involve a 'learning walk', where governors are taken around the school to chat to staff and pupils, or a sit-down meeting with a relevant staff member
• They're  not for governors to inspect the school, judge individual staff members or interfere with the day-to-day running of the school
• In line with your school improvement plan  (SIP) priorities
• For an identified purpose linked to the governing body’s responsibilities, such as safeguarding
• Pre-arranged with your headteacher or executive headteacher 

Share our 1-page summary on the purpose of school visits with all your governors to make sure they understand what's involved, and what they should and shouldn't do on visits  Then

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• Governor school visits: your how-to guide
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• Governor school visits: questions to ask pupils
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US News & World Report – EDU

14 Tips for an Effective College Visit

Posted: December 21, 2023 | Last updated: December 21, 2023

Finding the right fit.

Start planning early.

Ask questions.

Get student perspectives.

Explore college through the lens of campus media.

Visit academic departments.

Check out other campuses nearby.

Learn about the local community.

Visit a dining hall or student center.

Explore the campus library.

Explore various virtual tour options.

Ask about campus safety.

Get financial aid information.

Ask about disability accommodations.

Meet with clubs and organizations.

Learn more about colleges.

College visit tips

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    Examining the Impact of School Actions of Children's Learning

Governors play an active role in their duties; each one has various responsibilities, ranging from staffing to curriculum. Please see the governor menu for the breakdown of the areas in which the governors hold expertise and offer challenge and support. Every time a governor visit is made, a full report is submitted to the board and actions identified. Within this report is a summary of the visit.

Please scroll down - the most recent summary will be at the top. Please do contact the governors if there are questions regarding any report. 

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The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

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The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

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• Parenting, childcare and children's services
• Children's health and welfare
• Children's health
• Health protection in children and young people settings, including education
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Children and young people settings: tools and resources

Updated 21 February 2024

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This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

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This publication is available at https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/children-and-young-people-settings-tools-and-resources

Exclusion table

This guidance refers to public health exclusions to indicate the time period an individual should not attend a setting to reduce the risk of transmission during the infectious stage. This is different to ‘exclusion’ as used in an educational sense.

*denotes a notifiable disease. Registered medical practitioners in England and Wales have a statutory duty to notify their local authority or UK Health Security Agency ( UKHSA ) health protection team ( HPT ) of suspected cases of certain infectious diseases.

All laboratories in England performing a primary diagnostic role must notify UKHSA when they confirm a notifiable organism.

The NHS website has a useful resource to share with parents.

Download a PDF version of the Exclusion table to print out.

Posters are available for use by all children and young people settings to promote the latest advice and guidance in managing cases of infectious diseases in their settings.

Diarrhoea and vomiting outbreak: action checklist

Download a PDF version of the Diarrhoea and vomiting outbreak action checklist to print out.

Meningitis or septicaemia: action checklist

This checklist is for all children and young people settings.

Single case of suspected meningitis or septicaemia in a child, young person or staff member

The setting should contact the health protection team with details of the individual. The health protection team will contact microbiology and the medical team to obtain further information. The health protection team will then follow up with the setting to discuss any further action required.

If the diagnosis is likely to be meningococcal disease, the HPT will discuss the:

• composition of a letter of reassurance to parents, guardians or students to raise awareness of signs and symptoms
• rationale for antibiotic prophylaxis for close household contacts and why children and young people setting contacts are unlikely to receive prophylaxis

Take care not to breach the confidentiality of the person and their illness.

Two or more children, young people or staff members with suspected meningitis or septicaemia

Further public health action may be required when 2 or more individuals who are linked at the setting have confirmed or probable meningococcal disease within a short period of time (usually 4 weeks).

The HPT will:

• establish an outbreak team
• discuss the need for antibiotics within the setting and to a defined close contact group within the establishment (for example dormitory contacts, classroom contacts, children or young people who share common social activities and/or close friends)
• discuss the composition of a letter of reassurance to parents, carers or students to raise awareness of signs and symptoms
• lead on any media messages or involvement

In the event of 2 or more cases the HPT will liaise with:

• microbiology
• local Director of Public Health and their team within the local authority

If staff or students have a general question about meningitis, or septicaemia or require support, there are 2 charities available (Monday to Friday, 9am to 5pm):

• Meningitis Now : 0808 80 10 388, [email protected]
• Meningitis Research Foundation : 080 8800 3344

Read more guidance on managing meningitis and septicaemia .

Download a PDF version of the Meningitis or septicaemia action checklist to print out.

Useful links

Health protection teams contact details

e-Bug : school resources and e-learning to support teaching about infections and prevention

Farm visits

Health and Safety Executive

NHS England: national infection prevention and control

The Meningitis Research Foundation

The Meningitis Trust

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Adam Grant: Why rethinking our ideas means we're growing

by  Manoush Zomorodi ,  Matthew Cloutier ,  Sanaz Meshkinpour

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Loretta J. Ross: What if we called people in, rather than calling them out?

by  Manoush Zomorodi ,  James Delahoussaye ,  Sanaz Meshkinpour

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