Lesson Observations and Feedback - a Coaching Model
Transform lesson observations from judgmental tick-box exercises into powerful coaching conversations that improve teaching practice and boost teacher...
What are lesson observations for?
Lesson observations involve trained observers evaluating teaching quality using structured frameworks. Observations provide evidence of instructional practice, identify strengths and development areas, and support professional learning when coupled with reflective feedback and goal-setting. Effective observations focus on learner learning behaviours rather than teacher performance, using structured frameworks to guide professional dialogue.
A key monitoring activity of leaders in Primary Schools has long been termly lesson observations of teachers operating in classrooms and then providing feedback that is intended to improve practice and the quality of teaching. Peer observations and giving effective feedback are highly sophisticated skills of effective teaching, and many leaders, not just those newly appointed to the role, or aspiring to take on the role, require coaching in the art if their time is to be used as effectively as it might be, i.e. For the specific purpose of improving teaching practiceand through it the quality of provision for all learners.
Key Takeaways
- Graded lesson observations actively hinder teacher development and foster a culture of compliance, not growth: Judgemental grading shifts the focus from learning and improvement to performance anxiety, undermining the psychological safety necessary for teachers to experiment and reflect honestly on their practice (Wiliam, 2011). This approach ultimately limits the potential for sustained improvements in teaching quality and learner outcomes.
- Adopting a coaching model for lesson observations is transformative for professional learning and learner achievement: A coaching approach empowers teachers to engage in self-reflection and problem-solving, fostering intrinsic motivation and ownership over their professional growth (Aguilar, 2013). This collaborative, non-judgemental dialogue leads to more effective pedagogical changes and, consequently, enhanced learning experiences for learners.
- The efficacy of feedback is determined by its quality and focus, not merely its delivery: For feedback to be truly impactful, it must be specific, actionable, and directed towards improving teaching strategies rather than simply evaluating performance (Hattie & Timperley, 2007). This ensures teachers receive clear guidance on how to refine their practice, directly benefiting pupil progress and engagement.
- Effective implementation of a coaching model necessitates dedicated professional development for school leaders: Leaders must be equipped with sophisticated coaching skills, including active listening, powerful questioning, and facilitating reflective dialogue, to move beyond traditional evaluative practices (Robinson, 2011). Investing in this leadership capacity is crucial for cultivating a school-wide culture of continuous improvement that positively impacts all learners.
For too long, lesson observation policy has been plagued by the need to make and communicate judgements in the name of accountability. In my experience, those who feel they are being judged during peer observations, criticised and subjected to the opinions held by others are naturally resistant and defensive, and it becomes very difficult to open up and explore with them what, in their observed practice, worked well or otherwise in an open, non-threatening manner.
However, conversely, when professionals feel supported and trusted during structured teacher observations and can engage in low-stakes exploration of their real-life classroom challenges, they are more open to new possibilities and the idea that they can change for the better. They are much less likely to feel the need to mask their difficulties or deny the need for change in their approaches.
It is with this firmly in mind, that I strongly advocate, a coaching model that adopts a problem-solving approach, and seeks to develop the mindset required to ditch judgemental thinking and language once and for all. It is a model based upon professional dialogue that essentially recognises that what is going well, and probes those less-effective aspects, perceiving them to be problems that can be resolved by solutions arrived at collaboratively.
Why Should Schools Stop Grading Lesson Observations?
Grading lesson observations creates defensive teachers who focus on performing for observers rather than genuinely improving their practice. When teachers feel judged, they become resistant to feedback and less likely to engage in open discussions about their teaching. A coaching approach without grades encourages honest reflection and collaborative problem-solving.
Observers cannot reliably "know" what learning is or is not taking place in a lesson. They can only hypothesise. I unashamedly quote a recent article by Tom Sherrington here (author of The Learning Rainforest and the Walk Thru Guides):
He talks about using "a scale of deep delusion" that might look a little like this :
He notes "Our system has been infused with the delusional and toxic idea that teaching standards can be evaluated on a scale, overall and during individual lessons. I've met inspectors and leaders who, even when challenged and presented with research to the contrary, will assert that they personally can 'just tell' how good a lesson is. It's tragic."
We can delude ourselves, as experienced observers giving feedback, that the teachers will be motivated by what we say, and seek to improve their practice as a result. Sadly, this is often not the case with the traditional model. It can feel a bit like "chucking peas at an advancing tank, trying to get the driver to change direction"! The drivers themselves need to be involved. The reality is that any observed lesson is just a snapshot of a larger picture, and all an observer should do is focus on what they see, ask questions of the teacher subsequently, and above all, avoid making assumptions. The feedback that is given MUST move the teacher forward in their understanding of any problems that occurred and how it might be possible to address them.
Essentially, there are no good, bad, weak or strong lessons, and no observed teacher shouldbe judged to be better or worse than any other in the classroom. There are simple problems with learning that occur in the changing contexts within which each teacher works on a daily basis; problems that need to be solved. The role of leaders in English state schools is to support their teachers, to offer insights into what they themselves observe, and then to help the individuals to problem solve.
When I work in English state schools as a coach to develop effective practice, it is either to coach the teacher being observed or to coach a leader to improve their formal lesson observation and feedback skills in their monitoring role. Teachers whose classrooms are the focus of the classroom observation should be very clear about whichunderstanding of which aspects of their practice are to be the specific focus, or to determine what the observer might usefully be focusing upon during their time in the classroom, without prior dialogue. It should never be a secret.
The Coaching Model: A Better Way to Observe
A coaching model for lesson observations focuses on supporting teachers' professional growth through collaboration and reflection. This approach shifts the focus from judgement to problem-solving, creating a more positive and productive environment for improvement.
Here's how it works:
- Pre-Observation Dialogue: The observer and teacher discuss the lesson's objectives, planned activities, and any specific areas the teacher wants feedback on. This sets a clear purpose for the observation and ensures both parties are aligned.
- focussed Observation: During the lesson, the observer focuses on the agreed-upon areas, gathering evidence and making notes on what they see and hear. Avoid making judgements or assumptions about the teacher's performance.
- Post-Observation Coaching Conversation: The observer and teacher engage in a structured coaching conversation to reflect on the lesson. The observer uses open-ended questions to encourage the teacher to analyse their practice and identify areas for improvement.
- Action Planning: Together, the observer and teacher develop a plan for addressing any identified challenges. This plan should be specific, measurable, achievable, relevant, and time-bound (SMART).
Key to success is to ensure that the teacher feels safe to be open and honest about what they perceive to be their challenges, and, in turn, feels helped to find possible solutions for themselves, drawing upon their prior experience and knowledge, with the observer acting as a supportive facilitator, offering suggestions and insights where appropriate, but refraining from "telling" them what to do.
Examples of Effective Coaching Questions
- What did you notice about student engagement during the lesson?
- What strategies did you use to differentiate instruction?
- How did you assess student understanding?
- What challenges did you encounter during the lesson?
- What are your next steps for addressing these challenges?
By using a coaching approach to lesson observations, leaders can create a culture of continuous improvement where teachers feel supported, valued, and helped to grow professionally. This, in turn, leads to better teaching and learning outcomes for all learners.
Conclusion
Moving away from traditional, grading-based lesson observations towards a coaching model is essential for developing a positive and supportive learning environment for teachers. This shift encourages open dialogue, collaborative problem-solving, and a genuine focus on improving teaching practice. By prioritising professional growth over judgement, schools can helps teachers to become more reflective, effective, and ultimately, more successful in their roles.
Ultimately, the goal of lesson observations should be to support teachers in their ongoing development and to enhance the quality of education for all learners. By embracing a coaching model, schools can create a culture of continuous improvement where everyone is working together to achieve this common goal. This approach not only benefits teachers but also contributes to a more positive and productive school environment for all.
Frequently Asked Questions
What is a coaching model for lesson observations?
A coaching model is a developmental approach that replaces traditional graded judgements with professional dialogue that seeks to recognise success while addressing areas for development. It focuses on identifying specific areas of classroom practice that can be improved through reflection and support rather than accountability. The observer and the teacher work as partners to explore what occurred during the lesson.
How do schools implement coaching instead of graded observations?
Schools start by removing lesson grades to reduce teacher anxiety and promote honest reflection within the organisation. Leaders shift their role from inspectors to coaches; they use probing questions to help teachers identify their own solutions to classroom challenges. This transition requires clear communication and a shared commitment to professional growth.
What are the benefits of developmental lesson feedback for teachers?
Developmental feedback encourages teachers to be more open about their difficulties because there is no fear of a poor grade. This approach leads to more sustainable changes in teaching practice as teachers take ownership of their professional development. Collaborative dialogue builds trust within the staff and helps create a culture of continuous improvement.
What does the research say about grading lesson observations?
Educational research suggests that grading individual lessons is unreliable because observers often cannot accurately measure the learning taking place. Studies show that high stakes observations can lead to performative teaching where staff focus on pleasing the observer rather than long term pupil progress. Many experts recommend focusing on specific teaching behaviours that evidence shows are effective.
What are common mistakes when giving feedback after a lesson observation?
One common error is providing too much feedback at once; this can overwhelm the teacher and make it difficult to focus on any single improvement. Observers often fall into the trap of making assumptions about what learners were thinking instead of asking the teacher for their perspective. Using judgemental language or focusing solely on what went wrong rather than how to solve the problem also hinders progress.
How does a coaching conversation work after a classroom observation?
A coaching conversation typically begins with the teacher reflecting on their own performance and identifying what they felt worked well. The coach then uses specific praise and probing questions to guide the teacher towards a concrete action step. The teacher can then practise these specific strategies in their next lesson to see how they affect pupil progress.
Design a Custom Feedback Protocol
Choose your feedback type, subject, and time constraints to generate a tailored protocol with marking codes, prompt stems, and workload strategies.
Further Reading
Classroom observation research
- Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
- Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.
- Sherrington, T. (2017). The learning rainforest: Great teaching in real classrooms. John Catt Educational.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
- Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: Developing self-directed leaders and learners (3rd ed.). Rowman & Littlefield.
