The purpose of this study was to determine if the implementation of a walkthrough protocol combined with reflective practice had the capacity to influence the sample school's objectives of building staff capacity, strengthening instructional delivery in classrooms, and improving student learning. This study's primary focus is to examine the changes in teacher practices that may or may not be influenced by the addition of reflective practice to the district's walkthrough protocol and if a byproduct of these changes is an increase or decrease in student proficiency in language arts and mathematics as measured by the New Jersey Assessment of Skills and Knowledge (NJASK). The researcher designed the study to focus on the results of the monthly walkthroughs during the 2009-2011 school terms and compared it to the initial walkthrough that was initiated by the district in June 2008. The study's design included the examination of collected evidence found in the natural school environment by the walkthrough team. The research questions of this study were, to what extent does the implementation of a walkthrough protocol combined with reflective practice and curriculum component influence teacher practices in the areas of learning objectives, student engagement, wall-walk, student interviews, and effective communication? Further the research examined whether these changes produced substantive changes in the language arts and mathematics performance of students during the two year period of walkthrough implementation (2009-2010 and 2010-2011) compared to the baseline year of 2008-2009. The study was conducted as follows: Year 1 - baseline data was collected by the use of the District's/CAPA walkthrough document with all teachers participating and the District providing feedback; Year 2--the walkthrough protocol was completed once per month for 10 months combined with a reflective practice model that included whole school feedback and professional development. Year 3--the walkthrough protocol was completed once per month for 10 months combined with a reflective practice model that included; whole school feedback, monthly professional development, individual coaching, "look fors", informals, content analysis to analyze the data and a sixth element added for review, namely curriculum implementation. A review of the data indicates that reflective practice does influence changes in teacher practice in the study area descriptors of learning objectives, student engagement, wall-walk, student interviews, and effective communication. It also appears that improvement in teacher instructional practices coincided yearly with improvement in student proficiency rates in language arts and mathematics as measured by the NJASK. In summation, it is interesting to note that when reflective practice was implemented, both teacher practices and student proficiency showed growth. However, enhanced increases in growth were noted when reflective practice was combined with curriculum implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]