Other than finding a way to get my hands on a stockpile of beta blockers, I don't know how to stop many teachers from feeling nervous about being observed for the first time. I mean... I get it. Don't we all feel a little nervous when someone is watching us? That said, whether a teacher feels nervous, excited, or something in between, there are lots of ways we can help make that first visit to a teacher's classroom a positive experience for everyone.
Before the observation
Normalize whatever they're feeling.
You're about to be in their teaching business. They might have feelings about it. Ask how they're feeling about it. Then tell them, honestly, that that's totally normal and totally okay.
Discuss how you'll be introduced.
It can be distracting for students to have someone in the room, especially if they don't know why someone is there. New teachers or those who haven't worked with an instructional coach before may not know what to do until students are whispering, "Who is that?" Share that it can be helpful to tell students who you are and what you're doing there. Ask whether they'd like to introduce you or have you do it (we're adding choice everywhere we can!), and you might even offer some language or phrases to help explain your role to students. I personally always encourage teachers to use this as an opportunity to model ongoing learning, and to get ahead of any possible fears of having a coach being perceived as a deficit by asking students for examples or sharing some of the many professions where top performers work with coaches.
Get on the same page about what to expect.
Will you take notes? Will you sit? Will you walk around? Will you chime in? Will you mostly be a fly on the wall? Will you talk to students? Will you be there the whole time? If not, when?
Set a focus together. Or don't.
Depending on when this first instructional coaching observation is happening, you may already have goals or a general focus set. Or maybe you coach to support specific students or subgroups. If you'll be tuning into a specific aspect of instruction or the class, be transparent. Ask the teacher if there is anything that would be most helpful to look for. Or, if it's a general baseline initial observation that won't have a specific focus, share that. [Side note: For some coaches, this is a place to also emphasize that the focus is on what students say and do. I don't disagree that that is a focus, and most of the time should be a primary focus. However, I think it's disingenuous to act as if we don't tune into what the teacher says and does. Consider making sure that your framing is in alignment to the realities of the work. For me, it's both/and.]
Ask what they need.
One last time, see if there's anything else they need or that would be helpful to share ahead of that first visit to their classroom.
During the observation
Be fully present.
Just in case it has to be said... give the class your full attention.
Attend to your body language.
Use open body language that signals attention and engagement: sit up or lean forward, avoid crossing your arms, and for the love of all that is holy -- smile a little (yes, I know... but it can go a long way in making students and the teacher feel more comfortable with you in the room).
After the observation
Write a positive note.
If you can, leave them a positive note or drop one off in their mailbox. A sticky note is a simple solution. I try to keep simple blank cards on hand. No notes? Send a quick email. Share one or more strengths, evidence of learning or class culture, the positive experience of a specific student, or something that inspired you from the observation.
Phrases like, "I am so inspired by the way you...", "Your value of... really came through in the way you...", "It's clear that students feel... by the way they..." sets the tone that you're not just going to notice the technical aspects of teaching and their impact on instruction, but on how the teacher is living out their or the school's values and vision for themselves and their students.
And yes, those are not low-inference observation statements (more on that in a later post), but there will be many opportunities for rigorous feedback to come. For now, lay on some precise praise, and build the muscle of being a witness to the good. The message that this sends, no matter what the starting point, is "I see you", "You've got this", and "I can't wait to see where we can take this".
Enjoy getting into classrooms!
Thinking about everything you need to get done to ensure a smooth and impactful instructional coaching cycle? Don't miss this FREE resource:
The Instructional Coaching Cycle Checklist
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