While I served as an instructional specialist, I was asked by a principal to observe two teachers new to her campus. In my initial conversation with each teacher, I verified that they were aware that their principal had asked me to observe their instruction. I then simply asked, “Please share the process you use to plan a lesson.”

The first teacher pulled out the curriculum guide and the scope and sequence chart for her grade level and identified the skill she would be teaching. She was aware that benchmark tests were scheduled in a couple of weeks and she wanted to make sure student’s demonstrated mastery of the skills tested. She continued to explain how she would teach the skill—place the objective on the board and discuss it with the children, how she would introduce the lesson and then check for student understanding, how this skill built on other concepts she had taught and would continue to build on other skills to be presented. When I later observed her lesson, students were attentive, actively participated and demonstrated their mastery of the skill. I later learned that this well-planned, very skilled first year teacher had joined a traditional staff of teachers and her students were deemed noisy in their classroom and in the hall. Together the teacher and I explored techniques for moving her students from the classroom to the hall and how to maintain order when the students were out of the room. This outstanding teacher had a positive impact on her students that year and later expanded her influence when she became a counselor in our district.

Although the second teacher I was to observe was new to this campus, she had taught for a couple of years in a private kindergarten. When I asked the same question about planning a lesson, she said she had selected this activity because she thought the students would think it was fun. When I asked about curriculum guides, goals for the district, benchmark tests, all I received was a blank stare. My observation in her classroom revealed that she managed students rather well. Although this teacher learned some of the needed lesson planning skills from her principal and her team leader during that school year, she thought teaching in our district was too labor intensive and she elected to resign at the end of the school year.

As a school leader, I learned that if I asked an open-ended, reflective question and then just listened, the responses I received would guide my interactions with not only teachers but parents and students as well.

What open-ended, reflective questions do you ask as a coach leader that informs your understanding and promotes thinking on the part of your staff members?

By Edna Harris, PCC