A Growth Mindset with Classroom Observations

Growth.

We expect it of our students,  but we don’t nurture it with our teachers in the same manner. Why?

I guess we expect teachers to be experts in a sense. That means they have learned what is required of them and apply it in effective ways. Educators aren’t in a learning role, they are in a teaching role.

However, we recently have started to uncover the idea that experts also learn. They even learn while they are teaching!

Life-long Learner. 

This term is being used as a desirable attribute of a leader, whether it be in or out of the classroom. If the person teaching you something is not constantly learning or researching they are not up-to-date on what they are teaching you and that is a huge risk. They are losing their expertise quickly. But, if they are actively connecting with others who can share their knowledge and expertise, then they are now gaining knowledge while teaching and leading others. It no longer is looked upon as someone who is not “up to snuff,” but rather someone who is eager to take risks and try new things in the face of uncertainty.

[spp-tweet tweet=”Not knowing is actually OKAY…as long as it’s paired with a drive to uncover misunderstanding and close knowledge gaps”].

When its time to conduct observations of teachers, we need to keep the growth mindset in our lens of focus. If they are not proficient, are they growing? Are they chasing their learning?

As a teacher coach, I would rather work with someone who is struggling but is open to new ideas and seeks them out rather than someone who is excellent and not interested in trying new things or hearing other perspectives. In essence, I want to work with life-long learners- people who chase their learning with an open mind.

Observations should be moments for life-long learners to continue on their path of growth towards greatness. They should no longer be looked at as the “end-all-be-all” in a teaching career.

[spp-tweet tweet=”Just like one test should not determine a child’s academic achievement, one observation should not determine a teacher’s effectiveness.”]

However, both a child’s test and teacher’s observation should showcase skills to determine meeting or exceeding growth benchmarks but not be a factor in labeling an individual in any particular manner.

I want teachers to be fearless. I want them to open their classrooms to visitors and pick their brains for how to do something better. But, in order to do so we need to make observations a safe place. One where teachers can shine, where the focus is on progress not the end result, and where its not personal but enlightening.

Teachers, what do you want to get better at? Don’t keep that a secret. Share it with your colleagues and those that lead you. Ask for guidance in this area. The school will undoubtably have a central focus for that coming year and I want you to improve in that area as well, but I really want you to hone your own craft. I want you to try something new with your kids. Gain some momentum and then have a leader watch you in action. Show off what you had learned, then share with your peers. Use observations as your stage to show your talent of bringing out the best in students. It’s not a “got-ya” but a “you got it!”

Leaders, I want you to shift your focus when conducting an observation. Instead of looking for where a teacher is weak, find their strong points. Then think how you can add value to that teacher. Where can you enhance their toolkit? What strengths do you have that you can teach to them?

[spp-tweet tweet=”We need to not point out mistakes or inadequacies. Rather, empower and equip weaknesses with purpose and praise”].

Classroom observations are a tool to ensure teachers develop. We must start using this tool correctly. Instead of “Where can I rate this teacher on the effectiveness scale?” think “How much has this teacher grown and how can I multiply that growth?”

The students in our school are all of our kids. The teachers in our school are all of our colleagues. Let’s shift our perspectives and create mindsets of growth so that we cultivate talent to inspire our students.

Here is how I view growth as it relates to classroom observations:

• G-give feedback and support
• R– reset expectations focusing on improvement
• O– own your growth and empower others
• W– widen your net of influence
• T– treat every moment as a learning moment
• H-have high expectations of yourself and others

Learning and growth go hand-in-hand. Expect it. Embrace it. Celebrate it. Cultivate it!

 

How can you create a teacher observation growth mindset in your own school?