Lesson Observations and Feedback - a Coaching Model

Lesson Observations and Feedback - a Coaching Model describes a developmental approach to observing teaching. The observer and teacher agree a focus, collect classroom evidence, and turn feedback into one precise next step.

This matters because observation can improve practice, but it can also make teachers perform for judgement. Meta-analytic evidence suggests coaching can improve instructional quality. However, effects weaken when programmes are scaled without time, training, and fidelity (Kraft, Blazar, & Hogan, 2018).

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In a Year 7 science lesson, for example, a coach might track how often learners explain their reasoning during practical work. They could then agree one follow-up: script two prompts that move answers from description to explanation. The same evidence-led cycle can support Early Career Teachers, peer observation, and subject teams. This works best when feedback is separated from grading and line management.

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The Purpose of Lesson Observations

Lesson observations are structured classroom visits. During the visit, an observer records agreed evidence about teaching, learner responses, and the conditions for learning. Good observations focus on learner actions, not just teacher actions (Bell, 2002; Wragg, 1999). Frameworks can guide useful professional conversations, but they should not replace teacher judgement or subject knowledge (Cordingley et al., 2005; Joyce & Showers, 2002).

Leaders should not rely on one termly visit as the main evidence of teaching. In England, DfE guidance for Early Career Teachers expects observation at regular intervals, prompt constructive feedback, and a brief written record (Department for Education, 2025). Hattie (2009) argued that evidence of impact should lead to clear next steps, which is why observation works best as a short coaching cycle.

Observations can judge teachers and create accountability. When teachers feel judged, they may resist feedback. This can stop open discussions about teaching. Honest conversations help improve learner outcomes.

When teachers feel supported in observations, they explore classroom challenges. This makes them open to change and new ideas, according to studies. They are less likely to hide issues.

Coaching helps learners solve problems and shift key mindsets. Teachers use professional conversations to spot what is working and what needs to improve. Learners find solutions by working together.

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Moving Beyond Graded Lesson Observations

Kluger and DeNisi (1996) found that judgement can pull attention away from learning goals. Hattie and Timperley (2007) noted that feedback is more likely to be used when it reduces the gap between current practice and a clear goal. Joyce and Showers (2002) suggest that coaching gives teachers space to practise and review changes together.

In England, the accountability context has also changed. Since 2 September 2024, Ofsted no longer gives schools a single headline grade. However, inspection remains high stakes (Department for Education, 2024).

Observers cannot reliably "know" what learning is or is not taking place in a lesson. They can only hypothesise. I unashamedly quote a recent article by Tom Sherrington here (author of The Learning Rainforest and the Walk Thru Guides):

He talks about using "a scale of deep delusion" that might look a little like this:

He notes "Our system has been infused with the delusional and toxic idea that teaching standards can be evaluated on a scale, overall and during individual lessons. I've met inspectors and leaders who, even when challenged and presented with research to the contrary, will assert that they personally can 'just tell' how good a lesson is. It's tragic."

Experienced observers can assume feedback will motivate teachers to change, but a traditional graded model often has the opposite effect. A single observed lesson is only a snapshot, so the observer should record what they see, ask questions afterwards, and avoid claims about what learning must have happened.

Feedback should move the teacher forward. It should name the problem, check the teacher's view of the lesson, and agree one change that can be tried in the next lesson.

There are no good, bad, weak or strong lessons in isolation, and an observed teacher should not be ranked against a colleague from one classroom visit. There are learning problems in changing classroom contexts. Leaders in English state schools should help teachers interpret those problems and decide what to try next.

In state schools, observation works best when the focus is agreed before the visit. For example, a coach might track teacher talk time, learner talk time, wait time, or the proportion of questions that ask learners to explain reasoning. Video-enhanced observation can help a teacher revisit selected moments before the conversation, and automated transcription can add useful patterns, but these tools should be used as evidence for reflection rather than surveillance (Whitehill & LoCasale-Crouch, 2024).

Teachers need clear focus areas before observations, as suggested by research (Gibbs & Simpson, 2004). Observers should know what to focus on, based on research (Hattie & Timperley, 2007). This must not be a secret, as advised by researchers (Wiliam, 2011).

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The Coaching Model for Lesson Observations

Coaching works only when teachers see it as professional learning. It should not feel like graded observation in softer language. O'Leary (2020) warns that observation can become a performance-management tool when the coach also judges capability, pay progression, or inspection readiness. Schools should separate coaching records from line-management files wherever possible.

The second limit is scale. Kraft, Blazar and Hogan (2018) found strong effects for teacher coaching, but also reported smaller effects when programmes became larger. In a 1,500-learner secondary school, leaders may need triage: intensive coaching for ECTs and teachers changing phase or subject, peer lesson study for departments, and short drop-ins for checking agreed action steps.

Subject knowledge matters here. In mathematics, a useful observation may focus on representations, misconceptions, and worked examples. In English, it may focus on modelling interpretation or improving academic talk. Generic rubrics often miss this issue of pedagogical content knowledge, first set out by Shulman (1986).

Here's how it works:

1. Pre-Observation Dialogue: The observer and teacher discuss the lesson's objectives, planned activities, and any specific areas the teacher wants feedback on. This sets a clear purpose for the observation and ensures both parties are aligned.
2. Focused Observation: During the lesson, the observer focuses on the agreed-upon areas, gathering evidence and making notes on what they see and hear. Avoid making judgements or assumptions about the teacher's performance.
3. Post-Observation Coaching Conversation: The observer and teacher engage in a structured coaching conversation to reflect on the lesson. The observer uses open-ended questions to encourage the teacher to analyse their practice and identify areas for improvement.
4. Action Planning: Together, the observer and teacher agree one granular action step that can be practised in the next lesson, such as adding two wait-time prompts before taking hands up. The plan should be specific, realistic, and reviewed within a fortnight.

Teachers must feel safe sharing challenges openly. Observers should help them find solutions using prior knowledge. Support teachers with suggestions, but avoid telling them what to do, as per Rogers (1951) and Knowles (1975).

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Examples of Effective Coaching Questions

• What did you notice about learner engagement during the lesson?
• What strategies did you use to differentiate instruction?
• How did you assess learner understanding?
• What challenges did you encounter during the lesson?
• What are your next steps for addressing these challenges?

Whitmore (2002) says coaching observations support teachers. This helps staff continuously improve. Joyce & Showers (2002) found it also improves learner teaching and learning.

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Next Steps for Observation Feedback

Lesson observation should finish with a narrow next step, not a general judgement. Agree what will be practised, when the coach will return, and what evidence will show whether the change helped learners.

For school leaders, the test is simple: if teachers experience coaching as surveillance, redesign it. If they leave with clearer evidence, a subject-specific action step, and time to try it, observation can become a practical part of professional learning.

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Frequently Asked Questions

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Design a Custom Feedback Protocol

You can generate feedback protocols for your subject using chosen time limits. Protocols are tailored with marking codes and prompt stems. These strategies help manage workload (Hattie & Timperley, 2007; Wiliam, 2011; Sadler, 1989). Learners will benefit from this (Black & Wiliam, 1998).

◆ Structural Learning

Lesson Observations and Feedback - a Coaching Model

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Limitations and Critiques

A coaching model for lesson observations should not be treated as a complete theory of teacher development. First, single observations remain weak evidence. Coe (2014) and O'Leary (2020) argue that a lesson visit captures a narrow sample of practice, so any feedback should be framed as a hypothesis to test, not a verdict on teaching quality.

Second, the learning theories often used to justify coaching have boundaries. Chaiklin (2003) warned that Vygotsky (1978) is often simplified into any form of adult help. Karpicke (2008) shows the value of effortful recall, but this does not prove that an observer can infer durable learning from one visible classroom activity. Hattie's Visible Learning is also contested: Snook et al. (2009) questioned how varied studies are combined and interpreted in Hattie (2009).

Third, implementation matters. Kraft, Blazar and Hogan (2018) found positive effects for coaching. However, effects were smaller when programmes were scaled. Sims et al. (2021) also show that professional development varies widely in impact depending on design and follow-through.

Finally, rubrics are not culturally neutral. Luoto, Klette and Blikstad-Balas (2023) warn that observation systems can carry bias when moved across subjects and national contexts. Despite these limits, lesson observation remains valuable when it is low-stakes, subject-informed, and tied to evidence that teachers can test in their next lesson.

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References

Hattie, J. (2009). Visible learning.

Karpicke, J. (2008). The critical importance of retrieval for learning.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

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Further Reading

• Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
• Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.
• Sherrington, T. (2017). The learning rainforest: Great teaching in real classrooms. John Catt Educational.
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
• Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: Developing self-directed leaders and learners (3rd ed.). Rowman & Littlefield.