For professional development to be effective, teachers must feel a sense of trust and safety. They need the space to experiment, make mistakes, and be open about their struggles without fear of judgment. The trust that builds through this kind of environment is essential for their growth as professionals.
In our model of coaching, we visit a classroom and follow it up with a debrief and planning session. It’s important that teachers feel they can show us what they are struggling with, make mistakes and learn with us. We make it very clear that we are not there to conduct an observation, which helps teachers relax and take risks.
Classroom Visit vs. Observation: The Differences
The intention and purpose behind the two are very different. Observations are part of formal evaluations conducted by administrators, often tied to performance reviews, tenure decisions, and compliance with frameworks like Danielson’s. They are high-stakes and focused on assessment. Classroom Visits are low-stakes, collaborative opportunities where the coach simply observes the classroom to understand what is happening and to offer support, suggestions and strategies. The goal is learning and growth, not evaluation.
Additionally, the focus and tone are distinct. Observations feel formal as they are designed to assess the teacher’s skills and competencies. Teachers are often stressed and nervous about observations! These observations are written up, discussed and put in a teacher’s file. Classroom visits are casual and supportive, encouraging teachers to show what’s working and what isn’t. The emphasis is understanding the teacher’s needs and offering guidance. There is no evaluation or judgment, just an opportunity for reflection and improvement.
The Impact of an Observation During a Visit
If administrators observe during a coaching visit, it shifts the dynamic from a safe, collaborative space to an evaluative setting. The observation totally changes the feel of the visit, making it more formal and with much higher stakes for the teachers. This pressure can lead to less experimentation and vulnerability in the coaching session. Therefore, we find it counterproductive and say, “No, thank you!”
We would love to live in a world in which observations are viewed as a fun way to learn and grow. Unfortunately, that’s not the way schools are set up. But coaching can be! Please leave PD coaching as a visit and not turn it into an observation. Your PD will be infinitely more effective and ultimately beneficial for teachers.
To sum it up, for professional development to be the most impactful to teacher growth, and therefore, student outcomes, teachers need a non-evaluative space with their coach.