How to maximize classroom observations to foster teacher growth

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Classroom observations have long been a cornerstone of teacher evaluation systems. For many educators, they provide a rare opportunity to receive direct feedback, making them a critical tool for professional growth and accountability.

However, as principals and evaluators know, these observations require significant time and resources—not just for administrators but also for teachers.

The findings in the research on the effectiveness of evaluations on teaching are mixed. Principals who spend time coaching and developing educational programs based on modern learning theory tend to see gains in student achievement.


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At the same time, those with informal and somewhat clear objectives have little to no impact (Kraft & Gilmour, 2016). To ensure this investment is worthwhile, we recommend a heightened focus on two key features that operate in tandem: (1) instructional standards adopted in our schools, and (2) utilizing practices that allow students to achieve the vision of modern standards.

Even if you’re observing a subject you haven’t taught or feel unsure about current teaching strategies, your fresh perspective can still offer valuable insights. Observations grounded in a well-developed curriculum—the innovations that bring standards to life—can guide effective classroom practices and promote research-based shifts.

These key elements can help struggling teachers make pivotal shifts and elevate good teachers to greatness.

Does the lesson start by activating student thinking?

Engaging students at the start of a lesson is essential for sparking curiosity and driving meaningful learning. Activating prior knowledge and connecting new content to lived experiences creates relevance and shifts students’ brains into learning mode (McTighe & Willis, 2019).

High-leverage practices like framing lessons around global or regional concerns through authentic projects (Krajcik & Blumenfeld, 2006), place-based scenarios (Gruenewald, 2003) or sociocultural issues (Baek et al., 2023) situate learning in real and relatable contexts. These strategies do not have to be extraordinary examples and are impactful when they resonate with students’ lives.

Encouraging questions and curiosity at the start of a lesson sets the stage for deeper engagement.

Is the lesson strategically planned using backward design?

Effective teaching begins with a clear vision of the desired outcomes. Backward design ensures that every step of the lesson leads students toward achieving those goals. This planning process starts with defining learning outcomes, determining acceptable evidence of learning and designing experiences to help students meet those objectives (Wiggins & McTighe, 2005).

Key indicators of backward design include learning targets and discourse that align with the desired outcomes. Are students reminded of the goals throughout the lesson? Are activities purposefully structured to build standards-based knowledge and is this made explicit to students?

Even if your district doesn’t formally use Understanding by Design (UbD), these principles provide a strong foundation for pre-observation discussions and reflections.

By prioritizing essential knowledge and skills, teachers equip students to transfer their learning to new and diverse situations. Observing lessons through this lens ensures that every classroom moment is intentional and aligned with long-term student success.

Does the lesson guide student growth through sophistication?

Teaching is more than presenting information—it’s about guiding students to deepen and refine their understanding through purposeful instructional moves (Bybee et al., 2006). When students encounter limits in their knowledge during explorations, it’s an opportunity to address misconceptions and illuminate the path forward.

A red flag during observations is when instruction relies solely on lectures or textbook readings. While these methods have value, the best learning happens in active environments where students are “doing” rather than passively absorbing (Bransford, Brown, & Cocking, 2000).

Carefully crafted teacher explanations and elaborations should invite students to refine their ideas, ask new questions and build more sophisticated understanding.

By creating opportunities for students to process information actively and connect it to prior knowledge, teachers foster deeper learning that extends beyond surface-level understanding. Observing these moments helps ensure lessons are not just informative but transformative.

Does the lesson foster continuous improvement?

Highly effective classrooms promote reflection throughout the learning process. Reflection isn’t just an add-on; it is a critical practice that helps students evaluate their progress, recognize growth and identify areas for improvement. This fosters a deeper understanding, empowering students to take ownership of their learning journey.

Encouraging reflection allows students to connect new knowledge to prior experiences, build confidence, and set the stage for long-term success. Observing whether students are given opportunities to pause, set goals and track their progress is a key indicator of a lesson fostering continuous improvement.

Framework for effective classroom observations

Using these “look-fors” as a framework for classroom observations can engage evaluation teams in a way that mirrors how modern standards engage students—fostering reflection, critical thinking and growth and actionable insights. Indeed, research supports these assertions and both the efficiency and successfulness of evaluations depends on pruposeful observations and feedback (USayee & Adomako, 2021).

While classroom observations require a significant time investment, approaching them with a thoughtful, research-based lens transforms them into a powerful tool for supporting teachers’ success and enhancing student learning.

References:

Baek, C., Saito-Stehberger, D., Jacob, S., Nam, A., & Warschauer, M. (2023). Computer science framework to teach community-based environmental literacy and data literacy to diverse students. arXiv preprint arXiv:2309.14098.https://arxiv.org/abs/2309.14098

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academy Press.https://doi.org/10.17226/9853

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. BSCS. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003

Kraft, M. A., & Gilmour, A. F. (2016). Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Perceptions of Teacher Evaluation Systems. Educational Administration Quarterly, 52(5), 711–753

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press.

Kolako, J. B. (2024). Principals’ classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub-County, Kenya. Universal Journal of Educational Research, 3(1), 2960-3714.

McTighe, J., & Willis, J. (2019). Upgrade your teaching: Understanding by design meets neuroscience. ASCD.

USayee, C. R., & Adomako, E. B. (2021). Supervisory practices and challenges faced by senior high school principals in Greater Monrovia, Liberia: Implications for quality education. Heliyon, 7(4), e06875

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD. https://doi.org/10.12737/textbook.

Patrick Brown and Kevin Grawer
Patrick Brown and Kevin Grawer
Patrick Brown ([email protected]) is the executive director of STEAM and CTE for the Fort Zumwalt School District. He is the bestselling author of "Instructional Sequence Matters" and has authored more than 50 peer-reviewed publications. Kevin Grawer ([email protected]) is a school administrator with over 19 years of transformative leadership in education. Renowned for his ability to drive meaningful change, Kevin has spearheaded innovative reform efforts that have redefined continuous school improvement.

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