Go back to Conducting Observations
Uses neutral verbal and nonverbal communication during formal observations to avoid inadvertently influencing classroom interactions (e.g., assessor avoids sitting down with a child who is painting and saying, “Wow, what are you painting today?” which could prompt the educator to sit with another child and start a conversation about his or her work)
- Definition: In order to maintain the integrity of observations, coaches should be aware of their verbal and nonverbal communications to ensure that both are neutral. Neutral verbal communication describes the lack of interference with instruction, feedback, coaching, interactions with practitioner/children, and subjectivity. Neutral nonverbal communication describes dispositions that are alert and positive. Behaviors such as yawning or head nodding would not be considered neutral non-verbal behaviors.
Sets clear expectations for what to expect before, during, and after observation period (e.g., how long the observation will be, the extent of your interactions during observation, when they will receive feedback)
- Definition: There are many ways that coaches can set clear expectations for observation periods. Before observations, coaches could introduce themselves, establish expectations about what their role is during the observation (e.g., will not help with other tasks during the observation), the length of the observation, and the purpose of the observation. The coach could also clarify that during the observation, they will simply be taking notes on what is said or heard and will not provide feedback at any point during the observation. The coach should clarify with the practitioner what to expect after the observation is completed (e.g., paperwork/feedback, if an interview is needed).
Practices good note-taking that provides sufficient details and specific evidence to support feedback conversations or completion of assessment instruments
- Definition: Good note-taking involves providing enough details and evidence about observed interactions. Detailed documentation helps to ensure greater specificity that can be readily shared with key personnel. Strong note-taking also involves objectivity, that is, sticking to what is said and heard without judgment or reasoning. Others who were not present during the observation should be readily able to follow the notes because the notes are clear and comprehensive.
Prioritizes constructive observational feedback to share with the practitioner in a way that is not overwhelming (e.g., even though there may be many areas for feedback, the coach selects a few to work on with the practitioner)
- Definition: After observations, coaches may need to prioritize which and how much feedback to share with the practitioner. There may be many areas that a practitioner needs support with, but sharing all of this feedback at once can feel overwhelming to the practitioner. Being intentional and prioritizing feedback can create more focused conversations that are centered around concrete and implementable solutions.
Recognizes when to terminate an observation and/or report an incident (e.g., child mistreatment)
- Definition: There may be situations in which a coach needs to terminate and/or report an incident. It is best to understand specific policies within individual sites (e.g., schools, centers, programs). Reasons for terminating and/or reporting an incident could include any practitioner behaviors that cause immediate risk of harm or abuse to a child OR if there is evidence that a child is abused, neglected, or exploited. The coach should follow site-level protocols for reporting the incident.