Leadership Experience Case Study
Classroom observation is one of the most powerful tools available to academic leaders. It is also one of the most poorly used.
When observation is experienced only as judgement, teachers begin preparing for the observer rather than improving normal classroom practice. During one of my leadership assignments, I worked to position observation as part of a wider professional-learning system rather than merely as a compliance exercise.
The objective was simple: see what students are experiencing, understand what teachers need, and use that evidence to improve teaching.
Shift the Focus From Teacher Performance to Student Learning
A weak observation asks, “Did the teacher perform well?”
A stronger observation asks:
- What were students doing?
- Were they thinking?
- Did they understand the learning intention?
- Who was participating and who was not?
- How was understanding checked?
- Was questioning effective?
- Was differentiation visible?
- What evidence showed that learning had occurred?
This shifts attention from performance to learning.
Build Common Look-Fors
If every observer judges lessons according to personal preference, classroom observation becomes inconsistent.
Academic teams therefore need shared indicators. These may include:
- clarity of learning objectives;
- student engagement;
- questioning;
- differentiation;
- formative assessment;
- classroom climate;
- conceptual understanding;
- use of resources;
- student voice;
- lesson reflection.
The purpose is not to reduce teaching to a checklist. It is to create a common professional language.
Feedback Determines Whether Observation Helps
Observation without feedback has limited value. But feedback itself can fail if it becomes a catalogue of weaknesses.
A developmental conversation should identify:
- what worked;
- the evidence supporting that judgement;
- one or two priority areas;
- practical next steps;
- support required;
- a follow-up point.
Teachers improve more effectively when feedback is specific enough to act upon.
Separate Development From Punishment
One of the most important cultural decisions is distinguishing routine professional observation from disciplinary processes.
If every observation feels potentially punitive, teachers hide weakness. If teachers can discuss difficulty without fear, leadership gains a more accurate picture of professional need.
This does not mean poor practice should be ignored. It means improvement and accountability should be handled transparently rather than mixed unpredictably.
Build Follow-Up Into the Cycle
A common weakness is conducting observations, completing forms and filing them away. The documentation becomes complete while teaching remains unchanged.
A more useful cycle is:
Observe → Discuss → Support → Practise → Revisit
Follow-up is what converts feedback into professional learning.
A Practical Developmental Observation Cycle
Before observation
Clarify the purpose, shared expectations and the evidence that will be collected.
During observation
Collect evidence rather than impressions.
After observation
Discuss learning, not personality.
Action
Agree on one or two realistic improvement priorities.
Support
Provide modelling, coaching, resources or peer observation where appropriate.
Follow-up
Return to see whether practice has changed.
The Leadership Learning
Classroom observation should not be used simply to answer, “Which teachers are good and which are weak?”
Its more useful question is: “What does teaching currently look like across this school, and what should become stronger next?”
That is when observation becomes an institutional improvement tool rather than an inspection ritual.