As a former principal, I often observed classrooms in subjects I had never taught. One example was science. I remember walking into a 7th-grade science class, computer in hand, fully aware that I couldn’t explain the function of cells or articulate the difference between covalent and ionic bonds off the top of my head. Yet, I could still coach the teacher effectively. My goal wasn’t to reteach content—it was to support growth.
Starting With Reflection, Not Criticism
During a post-observation conversation, I avoided starting with criticisms or corrections. Instead, I guided a reflective discussion. The most powerful professional growth occurs when teachers learn to reflect deeply on their own practice.
My aim was to help the teacher consider their instructional impact and increase student engagement. I wanted to build their capacity to assess what works, identify what doesn’t, and adjust instruction—especially when no one else is in the room.
Reflection Over Answers
Effective coaching doesn’t come from having all the answers. It comes from asking the right questions. When teachers develop their own solutions, they become more confident, adaptable, and empowered to respond to student needs in real time. They own their growth.
Student engagement is often the best entry point for reflection. Some useful coaching questions include:
- “What were you hoping students would know or be able to do by the end of this lesson?”
- “What would that look like in action?”
- “How did you know students were engaged—or disengaged?”
- “What did you notice about who was participating and who wasn’t?”
- “What might you try differently next time to bring in more voices?”
These open-ended questions shift the focus from teacher actions to student learning. They help teachers clarify objectives, assess engagement, and problem-solve when lessons don’t go as planned. This process improves thinking around student engagement and instructional effectiveness.
Balancing Content Knowledge With Instructional Clarity
Administrators don’t need to abandon content knowledge. Instead, they should balance it with a focus on instructional clarity and student thinking. Strong instruction has universal elements:
- Clearly stated learning goals
- Alignment between tasks and objectives
- Student talk and participation
- Checks for understanding
- Visible engagement
These principles apply across all subjects, from science to mathematics to language arts.
Making Coaching a Culture
Reflective conversations shouldn’t be one-offs. Regular classroom visits and ongoing coaching build trust, deepen dialogue, and create a coaching culture. When coaching is consistent and collaborative, teachers are more likely to engage openly, think critically, and take ownership of their improvement.
When teachers understand that your role is to think alongside them—not “catch” them—they feel supported rather than judged. Your presence becomes an asset instead of a stressor.
You don’t have to be a science teacher to coach science or a math teacher to coach math. You don’t need to solve every problem for the teacher. What you do need is curiosity, empathy, and a strong commitment to student learning.
Next time you sit down for a post-observation conversation, leave your “expert” hat at the door. Instead, step into the role of a reflective thinking partner.