Utilizing Trust-Based Observations to Advance Teachers’ Growth

One of the most rewarding aspects of my position as VP Education at Egypt Education Platform (EEP) is that I have the opportunity to observe lessons in our schools and work with school leaders to share best practices, contributing to a more enhanced and stimulating learning environment for both teachers and students. Upon reading a book titled Trust-Based Observations: Maximizing Teaching and Learning Growth by Craig Randall, it came to my attention that it aligns perfectly with our work as a Central Education Unit (CEU).

The book contains a lot of evidence-based research on how to improve learning in schools through the systematic use of observation. Highlighting the different ways to create a culture of continuous learning and growth in schools, trust-based observations aim to identify and recognize impactful teaching strategies, use emotional intelligence to build relational trust, separate observation from evaluation, and build teachers’ pedagogical expertise.

It also identifies the importance of trust between teacher and observer and acknowledges that when teachers know they are being evaluated through observations where they don't feel safe, they are likely to avoid taking risks, which will encourage compliance in actions and limit teachers' growth as professionals. What’s then different about trust-based observations is that they encourage the observer to ask more reflective questions, take time in pointing out teaching strengths and areas for development, and engage in fulfilling follow-up conversations.

Teachers can rest assured that when colleagues from the CEU are observing lessons, we focus on looking for a growth mindset where teachers look to improve, take risks, and innovate. Not to mention, we are also wanting to see well-structured, purposeful learning.

Key features that underpin Trust-Based Observations (TBO) include:

Continuous, frequent, unannounced visits: It takes time to cultivate relationships, and this requires a continuous cycle of observing all teachers equally, unannounced, for approximately 20 minutes that are followed by short reflective conversations. CEU members aim to complete 24 visits per week, which includes 12 observations and providing feedback shortly thereafter.

The first thing some may wonder is, why unannounced? Unannounced lessons provide an accurate and authentic picture of what teaching and learning are actually like in our schools. What's the point of seeing an inaccurate picture of what is taking place in schools?

Other questions may be linked to why is there a continuous cycle where all teachers are observed equally? CEU members and school leaders can provide better support when they genuinely know their teachers as individuals and their respective strengths and growth areas. The Trust-Based Observations (TBO) cycle of continuous observations allows for this. As mentioned by Stiggens and Duke, "a continuous cycle of feedback... is needed to promote teacher development." Regular observations allow our fantastic practitioners to highlight what they are doing well.

By observing teachers equally, possible concerns over preferential treatment are avoided, which can impact collegiality. Observing teachers equally allows for the identification of mastery and allows for continually helping support the growth of all colleagues.

In addition to the internal and external reviews across all our schools, we continue to develop our cycle of observing colleagues. We are specifically looking at aspects of 'assessment for learning', which include some or all of the below aspects of sharing lesson objectives:

1. Lesson objectives are clearly communicated

2. Lesson objectives are unpacked at the beginning of the lesson

3. Lesson objectives are constantly displayed during class

4. Use of rubrics/ exemplars is evident

5. Lesson objectives are formatively assessed during class

6. Lesson objectives are reviewed at the end of each class

This is all part of EEP’s systematic and thorough process of maintaining the highest quality of education across our network of schools. With a structured quality assurance framework that includes teacher observations, school reviews, acquiring international accreditations, and gathering feedback from school communities on a regular basis, we continue to cultivate a culture of ongoing growth and progress, ultimately providing an enriching academic experience at all grade levels.