One of the best parts of my job is going into classrooms and observing teachers at work. From experienced teachers to trainee teachers, I am always inspired by what I see. Just as importantly, I always seem to come away with something that I can add to my own teaching kete.
For me, teacher observations, built around a strong culture of coaching and mentoring, are one of the key drivers in improving student outcomes. They are the foundation of good teacher agency and professional growth.
However, I’m the first to admit that sometimes the observations I’ve done weren’t as beneficial as they could have been. Recently, I was asked to lead professional development around effective classroom observations. This gave me a great opportunity to dive into some research and reflect a little more deeply on this important process. Below are links to a couple of helpful articles and some personal reflections on what I have learned over the years.
The first article is How to Get the Most out of Lesson Observations by Rico Patzer, published on the IRIS CONNECT website. The page is split into different sections and also includes information on using video as an effective observational tool.
Secondly, I have drawn on Fixing Classroom Observations, a report written by TNTP in 2013. Although it’s a bit old and American-focused, I found several of the key points still highly relevant.
this is another good resource from the same website – https://tntp.org/wp-content/uploads/2024/09/CTE-Observation-Protocol.pdf
Finally, here’s a video I found that has some great general reflections, particularly useful for new teachers:
https://www.youtube.com/watch?v=7ccpX4QlKPY
A few key reflections I’ve had after reading these resources and thinking about my own experiences:
Good observations start with a shared understanding of the process
Before any classroom visits, it’s important to spend time developing a shared understanding about the why of classroom observations. Why are we doing this? What will I be looking for? What do I expect from you? What do you expect from me?
We’ve probably all had that moment when someone walks into your class unannounced—it feels weird, especially if it’s not common practice. You find yourself wondering about the real motive. Spending time upfront answering these questions ensures everyone is on the same page.
In a recent PD session I led, we also discussed practical details like when we would visit, how the follow-up meetings would work, and how long an observation was expected to take.
Good observations use effective protocols
One key to effective observation is using good templates or protocols. These provide a foundation for quality observations and meaningful discussion. Personally, the template I currently use has three columns:
- What I Saw
- Wonderings or Questions I Had
- Reflection Space (completed by the observee)
I like this structure because it keeps me focused on objective observations and uses questions to drive reflection and change. Asking questions is much more powerful than just giving opinions about what’s right or wrong.
Good observations are specific
For observations to be truly useful, they must be specific. This allows the observer to focus on a small number of targeted aspects and provide meaningful, actionable feedback.
When someone says, “Just do a general observation,” or “Oh, I don’t know,” it’s usually a sign that they haven’t thought deeply about what they want from the session. Having a specific focus also allows me to provide research articles or resources tailored to their needs.
Good observations are based around good questioning
This one is hard for me. I naturally want to offer suggestions or give my opinion—but I’ve learned that doesn’t work well in the long run. People generally don’t like being told what to improve.
Now, all of my post-observation meetings are structured around the questions I wrote down in the “Wonderings or Questions” column. This creates a non-threatening, reflective environment. It takes longer, but it builds genuine collegiality and trust.
Good observations are part of an overall strategy
Observations shouldn’t be seen as a stand-alone event to improve teacher practice. They need to fit into a broader plan to build teacher capacity through research, discussion, and ongoing support.
Whenever I observe someone, I try to also give them a piece of educational reading related to the focus area we discussed.
Observations are not just about classroom teaching
It’s important to realise that observations aren’t just for classroom practice.
Last year, as a Leader of Learning, I had someone come in and observe my departmental meetings. She took notes, reviewed how I planned and ran the meetings, and gave me excellent, specific feedback—plus some valuable readings on leadership.
What could this look like for you? If you’re in management and spend less time in the classroom, your observations could focus on areas like meeting leadership, coaching conversations, or public speaking.
shem banbury 
Leave a comment