Since the observer can enter the classroom at different times to examine instructional strategies, classroom management, and the learning the students are demonstrating, informal observations do not require apre-conference. Giving the teacher feedback as a post-conference opportunity is always essential. This is the time for the instructor to receive feedback on the adjustments they can make; the written comments should focus on the guidance or instructions to be followed that were provided orally. In order to do follow-up and determine whether the suggested improvements are improving the learning environment, written documentation is essential. Feedback from both official and casual observations has been very beneficial to me on numerous occasions. There is always space for improvement, and I have modified my class delivery in light of the comments. Unfortunately, many school leaders struggle with organizing their day so they fit time in to get into classrooms. If they struggle with that, then obviously feedback is a lesser thought. I've been working with a school leadership team for a few months on organizing the work week to ensure classroom observations are a priority. We are finding that coaches spend more time on planning school events and activities than they do supporting and coaching teachers. Administrators are inundated with discipline issues, parent conferences and management duties, so they are not getting into classrooms very much.

What would be your suggestion to this team about how they are spending time? What do you believe is a reasonable goal for daily instructional focus?