• About Sue
• Books and Video
• Workshops
• Websites to Explore
• For Math Coaches
• Blog

Tips for Effective Observations and Conferences

Before you observe

• Take time to review the lesson plan with the teacher.
• Discuss specifics that you will be observing. What do you want to observe? What does he/she want you to observe? Decide together what you will be looking for (e.g., student participation, pacing, students’ understanding of math concept, type of questions asked, management of manipulatives).

During the observation

• Don’t intervene in the lesson unless you have prearranged it with the teacher.
• Watch the teacher and the students.
• Write as you listen.
• Move through the room, if needed, to observe students at work.

Tips for Script Taping a Lesson
Script taping is a simple method of recording what is observed throughout the lesson.

• Write what you observe, including any significant teacher or student quotes.
• Record times periodically throughout the lesson. This will allow you to consider pacing as you review your notes.
• Develop symbols to note positive comments or actions (+) or negative comments or actions (-) or comments or actions that you may want to ask questions about (?) because they were confusing or may have been unnecessary.

After the observation
Preparing for the Post-observation Conference

• Review your observation notes.
  Identify what happened that enhanced student learning.
  Identify what happened that hindered or did not contribute to student learning.
  Identify what happened that did not have any major impact on student learning (e.g. unnecessary parts of the lesson).
• Decide on the two or three items that seem most important to discuss (this takes time and reflection on your part).
• Design some positive statements that are specific.
  Use cause/effect statements like “When you presented the problem about the school fair, the students were excited by the real world context.”
• Design some feedback statements based on the negative behaviors you saw.
  Frame the negative comments in cause/effect statements.
• Ask questions about any confusing activities or behaviors. (e.g. “Why did you…?” or “Help me understand why you…”)
• As you prepare your conference, consider how much time you will have. Be sure you get to your most critical points.
• Stay focused on helping the teacher develop his/her skills. Always consider - How will your feedback help improve this teacher’s performance?
• Make sure your conference ends on a positive note and with a plan for future assistance.

• Begin the conference by asking for the teacher’s perspective on the lesson.
  “So tell me what you consider the strengths and weaknesses of the lesson. What went well? What would you change?”
  Allow the teacher to comment on the lesson prior to sharing your comments.
• Be respectful and supportive.
• Share observable data and talk about cause/effect situations.

• Ask questions to gather more information.
  • Why did you…?
  • What did you expect your students to be able to do?
  • Were you surprised when…?
• Give cause/effect examples.
• Don’t react to isolated incidents. Consider patterns before initiating change.
• When the teacher is ready, begin the problem-solving process. Brainstorm ideas to improve the lesson/skill.
• Be sure that any criticism can be substantiated with observable data and can be followed with suggestions for improvement.
• Offer to help plan another lesson and observe again at another time or to co-plan and co-teach a lesson.