Instructional Coaching and Classroom Observation for School Leaders

Description

“Classroom observations are failing to provide us with structured feedback to improve our teaching“: that’s a complaint that school leaders often hear from teachers.

Teachers view these observations as judgmental practices rather than supportive ones.

This course wants to reframe supervision not as a one-time administrative event, but as a continuous, collaborative cycle of growth.

Clinical supervision refers to an alternative model of supervision, one that is interactive rather than directive, democratic rather than authoritarian, and teacher-centered rather than supervisor-centered.

In this course, school leaders will explore a structured system of instructional coaching.

They will learn to observe, analyze, and enhance classroom practices using data-driven methods. They will also explore how to hold purposeful pre- and post-conferences, and how to deliver evidence-based feedback that teachers can act on immediately.

During the course, participants will be taught how to move from simple compliance checks to professional learning conversations, learning to build trust and shared responsibility for better teaching quality in their institutions.

Through short inputs, realistic case-studies analysis, and practical workshops, school leaders will:

• Practice multiple classroom observation strategies and techniques (Verbatim Notetaking, Wide-Lens scanning, Seating-Chart mapping, and targeted Checklists);
• Plan and execute efficient pre-observation and post-observation conferences; distinguish supervisory styles (Directive, Collaborative, Facilitative) and match them to teachers’ different needs and experience;
• Use simple data tools to capture what students do and learn, not just what teachers say or plan;
• Rehearse feedback using clear, respectful language and time-bound action steps.

By the end of this course, participants will have acquired advanced communication skills to guide teachers in identifying challenges and working towards practical solutions.

They will be able to run a full clinical supervision cycle (from scheduling to follow-up), select the right observation tool for the focus, help co-create improvement plans with measurable targets, and, most importantly, lead a supervision system that is based on trust and support.

Concept by Siwar Hashwe

Learning outcomes

The course will help participants to:

• Understand clinical supervision and relate it to efficient performance evaluation and professional development;
• Identify and assess teachers’ needs to determine the appropriate context for the classroom observation (classroom behaviour, teaching methodologies, etc.);
• Plan and conduct pre- and post-observation conferences (that clarify learning objectives, success criteria, and specific evidence to collect, and that help identify priority actions and support);
• Implement (and select) a variety of classroom observation strategies such as Verbatim Notetaking, the Wide-Lens Technique, Seating Charts, and Checklists;
• Provide constructive evidence-based feedback and evaluation using different frameworks (Danielson framework, Marzano framework);
• Differentiate supervisory stance (directive, collaborative, facilitative) and maintain trust, confidentiality, and psychological safety throughout the cycle.

Tentative schedule

Day 1 – Introduction to the course and clinical supervision

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Presentations of the participants’ schools;
• The difference between supervision and evaluation;
• What is clinical supervision?;
• Characteristics, goals, and the five-step cycle (pre-conference → observation → analysis → post-conference → follow-up);
• Quick practice: map your current process to the five steps.

Day 2 – Clinical supervision: the planning phase

• When to use observations? (How to select moments and purposes for observation within supervision);
• Observation as part of supervision (continuous growth, not one-off checks);
• Observation vs interpretation;
• Workshop: preparing and planning for the observation (pre- and post-observation conferences).

Day 3 – Clinical supervision: observation techniques

• How do we decide on what observation technique to use?;
• Observation techniques (Verbatim Notetaking, the Wide-Lens Technique, Seating Charts, and Checklists);
• Advantages and disadvantages of each method.

Day 4 – Rethinking teachers’ evaluation

• Types of teacher evaluation;
• Problematic assumptions with summative evaluation;
• Danielson framework and Marzano framework for teacher evaluation.

Day 5 – Clinical supervision and next steps

• Supervision ethical considerations;
• Workshop: design personal action planning for teachers’ evaluation (targets, support, timeline, follow-up).

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.

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