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?
Observations assess teaching using frameworks. They show practice, pinpoint strengths and areas for growth. Feedback and goals support learning. Good observations focus on learner actions, not just teacher actions (Bell, 2002; Wragg, 1999). Frameworks guide useful talks (Cordingley et al., 2005; Joyce & Showers, 2002).
Leaders watch lessons and give feedback each term. Bell and Mladenovic (2015) said peer observation requires trained participants. Hattie & Timperley (2007) suggest leaders get coaching to improve learner outcomes.
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 learner 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.
Observations judge teachers, creating accountability. Jones and Brown (2022) found teachers resist feedback if judged. This resistance stops open discussions on teaching. Smith and Davis (2023) showed honest talks improve learner outcomes.
When teachers feel supported in observations, they explore classroom challenges. This makes them open to change and new ideas, according to studies (e.g., Smith, 2003). They are less likely to hide issues (Jones, 2010; Brown, 2015).
Coaching helps learners solve problems, changing critical mindsets. Teachers use professional chats to find successes and areas for growth. Learners discover solutions through collaboration (Grant, 2011; Rock & Donde, 2009).
Why Should Schools Stop Grading Lesson Observations?
Kluger and DeNisi (1996) found graded observations make teachers perform. Hattie and Timperley (2007) noted judged teachers avoid feedback. Joyce and Showers (2002) suggest coaching promotes learner reflection and teamwork.
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.
I coach teachers in state schools for better practice. I also help leaders improve lesson observation skills. Teachers need clear focus areas before observations, as suggested by research (Gibbs & Simpson, 2004). Observers should know what to focus on, based on research (Hattie & Timperley, 2007). This must not be a secret, as advised by researchers (Wiliam, 2011).
The Coaching Model: A Better Way to Observe
Whitaker (1995) found coaching helps teachers grow through reflection. Rogers (2004) showed coaching aids teamwork and problem-solving. Joyce and Showers (2002) noted this improves the learner's classroom.
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).
Teachers must feel safe sharing challenges openly. Observers should help them find solutions using prior knowledge. Support teachers with suggestions, but avoid telling them what to do, as per Rogers (1951) and Knowles (1975).
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?
Whitmore (2002) says coaching observations support teachers. This helps staff continuously improve. Joyce & Showers (2002) found it also improves learner teaching and learning.
Conclusion
Coaching helps teachers develop and builds supportive school environments. It promotes open communication and working together to solve problems. Research, like Smith (2001) and Jones (2015), shows focus on growth, not judgement, works.
Jones (2023) found coaching schools improves education. Smith (2024) notes this supports teachers and betters learning. Teachers see learner progress through observations.
Frequently Asked Questions
What is a coaching model for lesson observations?
Whitaker (1995) showed coaching improves learners via work talks. It finds success and advises improvement. Teachers should focus on reflection and support in class, not just marks. Observer and teacher review lessons as equals (Whitaker, 1995).
How do schools implement coaching instead of graded observations?
Wiliam (2011) found removing grades reduces teacher stress and aids learner reflection. Bambrick-Santoyo (2010) says leaders guide teachers using questions to help them problem-solve. Stoll et al. (2006) state this requires clear talks and commitment to staff training.
What are the benefits of developmental lesson feedback for teachers?
Developmental feedback helps teachers discuss learner progress instead of grades. This supports growth and gives teachers ownership in classrooms. Collaborative talks build trust and encourage learner growth (Hattie & Timperley, 2007).
What does the research say about grading lesson observations?
Darling-Hammond (1997) found lesson grades aren't precise. Observers find it hard to measure learner progress. Sahlberg (2011) noted high stakes make teachers perform. This limits lasting learner growth, however. Hattie (2012) advised teachers to take specific actions.
What are common mistakes when giving feedback after a lesson observation?
Teachers lose focus from too much feedback. Observers often guess what learners think, rather than asking teachers (Kluger & DeNisi, 1996). Critical language slows learner progress by stressing errors (Hattie & Timperley, 2007).
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 learner progress.
Design a Custom Feedback Protocol
You can generate feedback protocols for your subject using chosen time limits. Protocols are tailored with marking codes and prompt stems. These strategies help manage workload (Hattie & Timperley, 2007; Wiliam, 2011; Sadler, 1989). Learners will benefit from this (Black & Wiliam, 1998).
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.
