In a school that had long undervalued the practice of teacher observations, I recognized the need for change. Part of my efforts over the last several years have been to push change where it was needed—changes in pedagogy, changes in assessment practices and grading, and changes in professional culture and standards. This last piece was my major undertaking for the 2022-2023 academic year. As a school administrator, I embarked on a transformative journey to establish a culture of feedback in our educational community. This article highlights the journey I led to integrate and initiate a culture of feedback, as well as the lessons learned from introducing this new initiative and the importance of a soft launch in the process.
In a school where teacher observations were a rarity, an exception rather than the norm, the idea of being observed and evaluated understandably generated unease among the teaching staff. Many teachers had become accustomed to working in isolation, with minimal opportunities for professional growth or feedback. “I was nervous about being observed. The thought of having someone evaluate my teaching abilities made me question my skills,” confessed one teacher. The teachers’ apprehension stemmed from a fear of judgment and the unknown impact that feedback might have on their teaching methods and overall confidence.
To address the teachers’ concerns and foster a positive culture of feedback, it was crucial to initiate the process with a soft launch. The soft launch approach involved introducing the 10-minute observation sessions gradually at the start of the academic year, deciding to forego major fanfare in introducing this to the faculty, while establishing clear expectations and goals. “We appreciated the soft launch approach. It allowed us to acclimate to the idea of being observed without feeling overwhelmed,” shared one teacher. The 10-minute observations were designed to capture a snapshot of the classroom environment, focusing on instructional strategies, student engagement, classroom management, and differentiation. This shorter observation duration helped alleviate some of the initial unease, as teachers felt less pressure to showcase their entire repertoire in a limited time frame.
“Introducing classroom observations and feedback in a school lacking a culture of such practice required a thoughtful and strategic approach.”
Following each 10-minute observation, I conducted individual meetings with the teachers to provide feedback and engage in collaborative discussions. These follow-up meetings were designed to foster reflection, growth, and professional development. During the feedback sessions, my objective was to take a supportive and constructive approach. They highlighted the teachers’ strengths and offered specific suggestions for improvement. The emphasis was on growth and continuous improvement rather than evaluation or criticism.
The journey of establishing a culture of feedback taught us several valuable lessons. First, a soft launch approach is essential when introducing a new initiative, especially one that may cause apprehension among teachers. It allows for a gradual adjustment period and helps build trust and understanding. Second, clear communication is key. By explaining the purpose and goals of the observation and feedback process to teachers individually, we were able to alleviate some of the teachers’ concerns and foster a sense of purpose and collaboration. Third, the feedback sessions must be conducted with empathy and a focus on growth. Teachers need to feel supported and empowered rather than judged or criticized. Creating a safe and non-threatening environment is crucial for teachers to embrace feedback as an opportunity for growth. Fourth, ongoing support and follow-up are vital. The 10-minute observations and follow-up meetings were conducted consistently throughout the academic year to ensure sustained professional growth.
“During the feedback sessions, my objective was to take a supportive and constructive approach.”
Through the establishment of a culture of feedback, teachers experienced a transformative shift in their teaching practices and professional growth. Their initial unease gradually transformed into a newfound appreciation for the value of feedback. The culture of feedback empowered teachers to experiment with new instructional techniques. Introducing classroom observations and feedback in a school lacking a culture of such practice required a thoughtful and strategic approach. By recognizing and addressing teachers’ apprehension, implementing 10-minute observations, and fostering a collaborative feedback process, we successfully established a culture of growth and support. The lessons learned from this journey emphasized the importance of a soft launch, clear communication, empathetic feedback, and ongoing support. Through these practices, teachers embraced feedback as a catalyst for their professional growth and transformed their teaching practices, ultimately enhancing the quality of education for our students.
