Introduction
While Navigating the corridors of educational administration, informal observations stand out as vital tools to gauge classroom dynamics and instructional efficacy. These brief yet revealing observations can bridge the gap between administrative expectations and actual classroom realities. My recent experience with these observations, in tandem with the Professional Standards for Educational Leaders (PSEL) Standard 6, underscored their significance in teacher coaching and development. This reflection delves deep into this journey.
The Observation Process: A Brief Overview
Navigating the classroom setting without the confines of a structured evaluation protocol provided genuine snapshots into the nuances of daily teaching Minimalism and sincerity guided me. To avoid disrupting natural dynamics, I tried to blend in; this helped capture spontaneous teaching and learning. I watched the kids’ gaze, questions, and overall interest in education. I also focused on the teacher’s methods. Understanding the teaching method—whether a hands-on exercise, group discussion, or lecture—showed its effectiveness and adaptability in real-world classrooms.
First-hand Experience with Informal Observations
The two 10-minute observation sessions were eye-opening. Despite sharing an institution, the classrooms taught differently. Students actively engaged, discussed and worked together in the first room. Interactive learning empowers students to take charge of their education. The second classroom was more traditional. The teacher taught through lectures. Students took notes and asked questions. Many educational institutions recommend it. Both classrooms had strengths—the former fostered team spirit and collaborative abilities, the latter disciplined, structured knowledge acquisition—but they both needed improvement. My quick trips yielded deep insights. I could feel the classroom environment, observe teacher-student interactions, and assess educational tactics. Even in observational studies, quality beats quantity.
Linking to PSEL Standard 6
PSEL Standard 6 emphasizes cultivating a professional community of teachers and other professional staff (Robyn Conrad Hansen & Davidson, 2022). The observations were inherently tied to this standard. These observations’ feedback, insights, and reflections can catalyze the creation of a community where teachers feel supported, understood, and motivated to improve. Through coaching based on real-time classroom scenarios, a school can foster a collaborative learning culture where teachers are both learners and leaders.
Implications for Teacher Coaching Development
Informal observations are about using classroom data to improve teaching (Burns, 2022). I learned the importance of quick, specific feedback. Knowing their strengths and weaknesses helps teachers get targeted coaching. Informal observations keep coaching current, relevant, and based on classroom scenarios.
Applying the Learning to Future Professional Practice
As I advance in my administrative journey, I recognize the unparalleled value of informal observations, viewing them not just as fleeting moments of assessment but as rich reservoirs of insight. To understand classroom dynamics, I will constantly observe. I can create customized coaching strategies for each teacher. I want teachers to use these observations as learning opportunities rather than evaluations. Creating a cohesive teacher development strategy requires aligning these observations’ feedback and coaching with the school’s mission.
Conclusion
My venture into the world of informal observations was both enlightening and affirming. It validated the essence of PSEL Standard 6, which champions creating a thriving professional community. In education, where the dynamics are ever-evolving, such observations serve as a compass, guiding administrators, informing coaching, and propelling teacher development. They will be an integral part of my future administrative endeavours, paving the way for a holistic, feedback-driven growth environment for educators.
References
Burns, M. (2022). Improving classroom observations to better support teachers | Blog | Global Partnership for Education. Www.globalpartnership.org. https://www.globalpartnership.org/blog/improving-classroom-observations-better-support-teachers
Robyn Conrad Hansen, & Davidson, F. D. (2022). The Principal’s Desk Reference to Professional Standards. Routledge.
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