This study examined a customized formative walkthrough model based on the work of Moss and Brookhart (2012). Through the implementation of the customized model in a specific, small, rural, public school district in western Pennsylvania, the researcher examined the efficiency and effectiveness of this model as a possible supervision practice. After training and conducting walkthroughs in the participating district, a review of completed walkthrough forms, researcher observation notes, and participating principal's responses to a semi-structured interview was done. The participants in this study perceived value in the formative walkthrough's ability to identify a precise classroom target with specific look-fors that provided a solid foundation for teacher expectations and follow-up feedback conversations. Other principal perceptions were used to modify the formative walkthrough model, particularly the template form. The revised model is intended for future use by the participating school district, and can also serve other school districts as a model to consider for use when struggling with applying best practices related to formative assessment of teaching and learning. [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/en-US/products/dissertations/individuals.shtml.]