Designing a Schoolwide Observation and Feedback System
Role: Program Coordinator and Leadership Team Member
The Challenge
As our Language Immersion program and school grew, so did the challenge of supporting every teacher consistently. With eight immersion teachers and over twenty other classroom teachers, the administrative team struggled to provide regular, meaningful feedback. Observations often happened irregularly, and the follow-up varied depending on the week’s priorities.
After reading Leverage Leadership: A Practical Guide to Building Exceptional Schools during my Educational Leadership coursework, I saw an opportunity to build a system that could distribute responsibility, maintain consistency, and focus on teacher growth rather than evaluation.
Leverage Leadership was the guide to creating our observation and feedback systems.
The Process
Working with the principal, I designed an observation and feedback framework that leveraged our leadership team more strategically. The team included the principal, assistant principal, curriculum resource teacher, reading coach, math coach, and me as program coordinator.
We divided teachers among the leadership team based on areas of expertise and need. Each team lead supported a small group of up to five teachers, conducting 10–20 minute classroom visits weekly or bi-weekly and providing both written and verbal feedback.
The assistant principal focused on teachers needing classroom management and behavior support.
The reading and math coaches supported content-specific growth.
The curriculum resource teacher provided bilingual and instructional support for language teachers.
I focused on new teachers and immersion teachers, offering ongoing planning and reflection support.
Screenshot of initial obsevation assignments
At the start of the school year, we introduced the structure during professional development, broke into our small teams, and held “get to know you” activities to build relationships. Each teacher met individually with their lead to discuss goals and challenges, and we scheduled observation and feedback times directly into the school calendar. The principal helped protect these time blocks so they weren’t lost to last-minute disruptions.
Each leader tracked feedback in their own format — I used a Google Sheet log and follow-up emails, while others used handwritten notes and reflection summaries. What mattered most was that every teacher received consistent, intentional contact.
The Outcome
The system brought immediate structure and clarity to teacher support. Every teacher knew who their point of contact was, when they would be observed, and how feedback would be shared.
Within my own group, I saw notable growth — particularly among two teachers who had entered the year uncertain about their skills. Through regular coaching and feedback, both built confidence and improved lesson design, eventually earning proficient ratings on their evaluations. The new teachers also developed strong planning habits and instructional consistency.
Across the school, morale improved. Teachers felt seen and supported, and the leadership team had a clearer picture of classroom needs, which made it easier to plan professional development and resource allocation.
Reflection
Designing this system showed me how structure can make relationships stronger, not colder. Consistency created trust, and trust created growth.
I learned that designing for people means listening first, building systems that protect time and connection, and creating feedback loops that feel supportive rather than evaluative. The result was not just improved instruction, but a school culture built around shared accountability and care.
