Summary
The observation stage of the coaching cycle provides the instructional coach with an opportunity to observe the agreed-upon learning activity from the goal-setting stage. The coach evaluates progress made toward the goal and determines recommendations for improvement. The teacher facilitates the observation by incorporating data-driven decisions discussed in the goal-setting meeting. This allows the teacher to implement a learning activity aligned with their goals while the instructional coach assesses the impact of the strategies. These observations will be shared during the third stage of the coaching cycle: reflection.
Essential Question
How can instructional coaches effectively observe teacher and student actions to encourage growth?
Learning Goals
Build a collaborative relationship by fostering respect and support for the teacher and their role before and during the observation.
Gather and record observable evidence of teachers’ progress towards established goal(s).
Develop communication about teacher-strengths and areas for growth.
Snapshot
Before
The instructional coach confirms and prepares for the observation.
During
The teacher facilitates a learning activity aligned with their chosen goal while the instructional coach takes observation notes.
After
The instructional coach follows up with the teacher to schedule a reflection meeting.
Materials List
Observation (CoK) resource (attached; one per coach)
Observation (IBL) resource (attached; one per coach)
Observation (RWC) resource (attached; one per coach)
Observation (SCL) resource (attached; one per coach)
Instructional Coaching Research Brief (attached; optional)
Access-Granting Strategies resource (attached; optional; print 2-sided)
FAQ document (attached; optional)
Preparation
Instructional coaching is a relatively recent development in education, but research supporting its effectiveness has grown rapidly in recent decades. To prepare for this stage, consider reading the Instructional Coaching Research Brief, which expands on the research-based rationale behind the tools and strategies used in the coaching cycle.
Before
30 Minute(s)
Once the observation is scheduled, review your notes from the “Coaching Cycle: Goal-Setting” stage in preparation for the observation. Use your notes as reference of your agreed-upon role for the observation and of the necessary supplies/resources for the learning activity that need to be acquired beforehand.
What goal do you want to set connected to this component of authenticity?
What would you like me to be looking for during your observation?
If the learning activity or observation date was not confirmed during the goal-setting meeting, follow up regularly until a date is set. Consider the following email template:
At least one day before the scheduled observation, email your teacher to confirm the date and time using the provided confirmation email template:
Anticipate the technology available and the teacher’s preferences to determine if it would be best to print the attached materials and take handwritten notes or to create a digital copy of the attachment materials and type notes. Consider printing if you are unsure of WIFI access or are concerned with typing being a distraction to students. The benefits of typing are that your files are easier to share, store, and edit.
If the observation is in-person and if time allows, give yourself 15 minutes before the observation prepare yourself mentally in order to be focused on the meeting. Consider the goals of the teacher, what they want you to look for, what you are hoping to see, and what your job is as an instructional coach.
If the observation is virtual, make sure all links that are necessary are shared between the teacher and instructional coach. Be sure to log in early to the virtual meeting room or platform to ensure everything is “good to go.” If applicable, give yourself 15 minutes before the observation to prepare yourself mentally in order to be focused on the meeting. Consider the goals of the teacher, what they want you to look for, what you are looking to see, and what your job is as an instructional coach.
During
45 Minute(s)
In the Observation Notes section of the attached Observation resource, write down everything the teacher is doing in the left column (under Teacher Actions) and everything the students are doing in the right column (under Student Actions). Only record what you actually observe.
As you find time during the observation (when students are reading, writing, etc.), review your observation notes and write any strengths and weaknesses you observed that align to the goal in the Other Notes section. Write any quantitative data that you observed, such as how student-centered vs. teacher-centered the observed activity was, how many students were engaged, how many students were participating, how many different students were called on, the level of depth-of-knowledge questions asked, or the number teacher-student and/or student-student interactions.
Before leaving the classroom, review the notes from the observation and use the 3-2-1 strategy to determine:
Three things that went well
Two things that could be improved
One part of the lesson that aligned with the goal
After
10 Minute(s)
Thank the teacher, either in person or via email, for allowing you to observe. Recognizing their effort boosts confidence and encourages future observations.
If a reflection meeting isn’t scheduled, use the following email template:
Use your notes from the Observation resource to inform your conversation with the teacher during the reflection meeting.
Follow-Up Activities
Complete the “Coaching Cycle: Reflection” stage.
Consider reading chapters 9 and 12 from The Art of Coaching book by Elena Aguilar.
Research Rationale
Research indicates that coaching has the largest and most immediate impact on developing teachers (Walsh et al., 2020). Coaching benefits extend to experienced teachers as well, increasing their likelihood of adopting new, research-based strategies (Walsh et al., 2020). Studies also show that coaching supports student learning, particularly through practices that promote deep conceptual understanding and active involvement in knowledge construction (Witherspoon et al., 2021). Coaching work leads to significant gains in student achievement (Knight & Skrtic, 2021).
Resources
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
Knight, D. S., & Skrtic, T. M. (2021). Cost-effectiveness of instructional coaching: Implementing a design-based, continuous improvement model. Journal of School Leadership, 31(4), 318–342. https://doi.org/10.1177/1052684620972048
Munson, J., & Saclarides, E. S. (2022). Gaining access to classrooms: Examining content-focused coaches’ strategies. The Elementary School Journal, 123(1), 128–154.
Walsh, N. R., Ginger, K., & Akhavan, N. (2020). Benefits of instructional coaching for teacher efficacy: A mixed-methods study. Issues in Educational Research, 30(1), 1143–1161.
Witherspoon, E. B., Ferrer, N. B., Correnti, R. R., Stein, M. K., & Schunn, C. D. (2021). Coaching that supports teachers’ learning to enact ambitious instruction. Instructional Science, 49(6), 877-898.
