In my experience, the setting often remains the same: I find myself seated with one or more administrators, either facilitating a session or reviewing observation data. Inevitably, we arrive at the same question: What do observation reports really measure? The common response is “teacher performance.” This seems logical; administrators enter classrooms, observe teachers delivering their best instruction, and provide feedback both in person and through reports. It’s understandable to think that these observations primarily gauge how well a teacher is performing.
However, if leaders broaden their perspective and view the observation process as part of a larger system, its purpose shifts. Understanding what teachers need to improve allows leaders to provide targeted learning opportunities, empowering teachers to become more proficient. In this holistic view, observations measure the planning, preparation, and execution of the professional development (PD) plan and coaching efforts. When administrators, coaches, and consultants effectively fulfill their roles, we should see growth in teachers, particularly in the areas targeted by the PD initiatives. The degree of that growth indicates the impact of the support provided.
When the focus of PD plans shifts to merely sharing or covering content, we must ask: Who benefits from this approach? Who is responsible for the learning? Often, the answer points back to the teachers. This scenario feels familiar: blaming students for not grasping content often stems from frustrated or struggling teachers. Leaders must rise above this mindset.
September (or ideally June, if a significant percentage of teachers are returning) is a crucial time to assess classrooms and identify common needs. Teachers conduct similar assessments in their classrooms, known as diagnostics. Leaders should analyze this data to pinpoint key learning areas necessary for achieving the instructional vision. This analysis also informs teacher goals and determines the resources needed for professional growth, as well as the content to be included in the PD plan. From this foundation, we can develop units of study, which should encompass learning targets, relevant artifacts, and the resources necessary for successful implementation. After each unit, assessments should measure whether teachers have grasped the material.
This is where observations play a vital role. Low-inference observation notes and lesson plans provide data to assess whether teachers are moving closer to their learning goals and gauging the impact of the PD plan. Using rubrics for ratings offers numerical data to monitor progress and growth. Additional data points, such as walkthrough checklists, coaching notes, and video recordings, can further enrich this assessment.
As school leaders, our goal is to improve instructional practices so that students get the best education possible. While test scores are an important reality we must acknowledge, they do not solely determine whether our teachers are learning. Observations can and should serve as a critical data point in this evaluation process of the professional development provided. When PD plans are done right, they foster collaboration with teachers. Ultimately, when teacher goals align with PD objectives, success is achieved collectively. That is the community we want to create.
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