Research indicates that school leaders spending time on which activity does NOT predict better student achievement?

The correct answer reflects the understanding that while class walkthroughs can be a useful tool for school leaders to gain insights into teaching practices and student engagement, research has shown that they do not have a direct correlation with increased student achievement in the same way other activities do.

When school leaders engage in making evaluations, coaching teachers, or developing programs, these activities directly influence the quality of teaching and learning environments. Making evaluations involves assessing the performance of educators, which can lead to targeted professional development or necessary changes in instructional strategies. Coaching teachers provides individualized support that can directly enhance instructional practices, leading to better student outcomes. In program development, leaders create or refine educational initiatives that can enrich the curriculum or improve school practices, ultimately influencing student success.

In contrast, while class walkthroughs can inform a leader about existing conditions in the classroom, the connection to significant positive changes in student achievement is not as strong as the other activities. Thus, the evidence suggests that the time spent on class walkthroughs alone is less impactful on improving performance compared to the other activities that focus more directly on teaching and learning.