Observing a classroom is only the initial step in fostering teacher development. Research indicates that the post-observation conference is often more critical than the observation itself, as it is the time when reflection, feedback, and actionable guidance come together to support improvement. (Danielson, 2013; Hattie, 2012).
Unfortunately, school leaders sometimes inadvertently undermine this process by using vague, prescriptive, or discouraging language. Understanding what not to say and how to provide constructive alternatives can significantly enhance professional growth and instructional effectiveness.
Common Pitfalls in Post-Observation Feedback
Even when leaders have positive intentions, certain patterns in post-observation conversations can unintentionally shut down reflection or limit growth. Below are seven common pitfalls leaders often encounter in post-observation conferences, along with more constructive alternatives.
1. Starting the conversation with: “How do you think the lesson went?”
This question may seem neutral, but it can unintentionally place teachers on the spot. They may feel defensive, rushed, or unsure how to respond, especially if they are still processing the lesson. Responses are often overly simplistic (e.g., “Fine” or “Okay”) and do not provide meaningful insight into instructional effectiveness. In addition, misalignment between teacher self-assessment and administrator evaluation can create tension and diminish trust.
Why does it not work?
- Teachers are asked to evaluate themselves without guidance or focus.
- The question does not prompt a direct reflection on specific aspects of instruction (e.g., student engagement, clarity of explanation, questioning).
- Differences in perception between teacher and administrator can lead to conflict at the outset of the post-observation meeting.
Alternative approach:
Use targeted, guiding questions that promote reflection on observable evidence:
- “Which part of the lesson do you feel had the most impact on student learning?”
- “What strategies seemed to engage students most effectively?”
Why This Matters:
Framing the discussion with specific prompts encourages teachers to think critically about instructional decisions rather than giving a generic summary. This approach also helps school leaders pinpoint areas for further support, making the conversation collaborative rather than evaluative.
2. Generalizations or Subjective Opinions
Vague statements like “That was a great lesson” or “Students didn’t seem engaged” fail to provide actionable information. Teachers are left guessing what was effective and what could be improved. Research emphasizes the importance of data-driven and observable feedback in promoting teacher growth (Brookhart, 2017).
Why does it not work?
- Feedback is non-specific and does not indicate actionable next steps.
- Relying on subjective impressions may inadvertently bias feedback and erode trust.
Alternative approach:
- Use specific, observable examples: “During the group activity, eight students actively explained their reasoning to peers.” Or “During the pairs work segment, 7 students correctly used the new vocabulary words in their discussions. Two students asked clarifying questions.”
- Integrate student performance or assessment data: “Ten students struggled to define the term ‘expression,’ which shows that additional support may be needed for the essential vocabulary.”
Why this matters:
Specific feedback helps teachers understand exactly which practices are effective and which require adjustment. It also models the use of evidence-based reflection, which, when provided support, teachers can begin to adopt in their own self-assessment practices.
3. Prescriptive Statements
Directives such as “You should use more questioning techniques” can limit teacher agency and stifle reflective thinking. While intentions may be helpful, overly prescriptive feedback often discourages teachers from experimenting with instructional strategies or critically evaluating their own practice (Marzano, 2012).
Why does it not work?
- Reduces teacher ownership of instructional decisions.
- May be perceived as punitive or judgmental rather than supportive.
Alternative approach:
- Encourage reflection through questions: “Which strategies did you use to engage students in discussion, and how might you expand on these methods?”
- Offer options instead of directives: “Here are several strategies for increasing student participation that you could experiment with and adapt to your classroom context.”
- Use continuums to make growth visible: Instead of saying “Your turn and talks are not successful,” ask teachers to use the collected data to place themselves on the Collaborative Pair Continuum. If they are a 4 on the Continuum, discuss strategies to help move the teacher to a 5 or 6.
Why This Matters:
Reflective questions guide teachers to consider multiple solutions and identify strategies that fit their teaching style and their students. Offering options rather than instructions reinforces a growth mindset and a sense of collaborative problem-solving.
4. Focusing on Unchangeable Factors
Feedback that emphasizes factors beyond the teacher’s control, such as class size, classroom layout, or student demographics, can feel discouraging and irrelevant (Danielson, 2013). Teachers are more receptive to feedback that focuses on strategies within their influence.
Why does it not work?
- Highlights limitations rather than actionable strategies.
- May create feelings of blame or helplessness, which reduces motivation to improve.
Alternative approach:
- Concentrate on strategies that can be implemented: “Given the class size, how could you structure small-group discussions to increase participation?”
- Suggest scaffolds or supports: “What instructional supports might you introduce so that all students can access the material?”
Why this matters:
Focusing on factors teachers can control fosters empowerment and encourages creative problem-solving. It also shifts the conversation from obstacles to solutions, increasing teacher confidence and instructional effectiveness.
5. Lack of Follow-Up
In many schools, the post-observation conference serves as a single event rather than part of an ongoing cycle. Leaders share feedback and suggestions, but there is no clear plan to revisit the goals or examine what happened when the teacher tried new strategies. Without follow-up, even high-quality feedback loses power.
Why does it not work:
- Signals that the conference is a formality rather than a genuine growth process.
- Reduces accountability for both the teacher and the leader, since no one checks whether changes were attempted or effective.
- Makes it difficult to see patterns over time or to adjust support based on student results.
- Encourages a “this too shall pass” mindset, where teachers wait out the latest initiative instead of investing in change.
Alternative approach:
Build follow-up into the feedback process from the start.
- Co-select one or two specific goals and identify what evidence you will both look for next time.
- Schedule a brief check-in, classroom visit, or walk-through focused on those goals.
- Use the next conversation to reflect on what was tried, what impact it had on students, and what the next small adjustment might be.
Why this matters:
Feedback only leads to growth when it is part of a continuous loop: clarify goals, try new strategies, gather evidence, then reflect and adjust. Intentional follow-up shows teachers that their efforts matter, reinforces a culture of learning for adults, and helps leaders see which supports are actually improving instruction.
6. Overloading Feedback
A common pitfall is providing too much feedback at once. While leaders may want to be thorough, overloading a teacher with numerous points can be overwhelming and counterproductive.
Why does it not work?
Teachers, like students, cannot effectively act on many new ideas at the same time. Feedback should focus on one or two key priorities. Once those are practiced to proficiency, the focus can shift based on additional observations.
Alternative Approach:
Instead of listing ten observations at once, prioritize:
- “Let’s focus today on classroom management and small-group engagement. We can discuss questioning strategies in a follow-up session.”
Why This Matters:
Effective feedback should focus on one or two high-priority areas. Additional points can be addressed in follow-up conversations. Concentrating on key practices helps teachers implement strategies more effectively and fosters sustainable improvement.
7. Ignoring Teacher Perspective
Some conferences become one-sided, with the administrator delivering observations without seeking teacher input. This can undermine collaboration and limit reflective practice.
Why does it not work?
- Positions the leader as the sole authority rather than a partner in improvement.
- Misses key information about the teacher’s intentions, planning, and decision-making.
- Increases the likelihood of defensiveness and reduces buy-in for next steps.
- Leads to feedback that may not fit the teacher’s context or perception of the lesson.
Alternative Approach:
Guide the discussion through questions, then use the teacher’s perspective to ask for additional clarification or make suggestions.
- “Can you walk me through your thinking behind this activity?"
- "What did you notice about student engagement during this segment?”
Why this matters:
Teacher voice is critical in post-observation conferences. When leaders actively listen and ask open-ended questions, they gain insight into teacher reasoning and decision-making, which leads to more relevant, respectful, and effective feedback.
Best Practices for Post-Observation Conferences
1. Set a Supportive Tone
Begin the conversation collaboratively, emphasizing professional growth rather than evaluation (Hattie, 2012).
Example:
“I’d like to reflect on today’s lesson with you and explore strategies that can help all students succeed.”
Why this matters:
Both words and nonverbal cues shape tone. Body language, pacing, and the sequencing of topics all contribute to how safe and supportive the conversation feels. Recognize specific successes before discussing areas for growth.
2. Share Data Ahead of the Conference
Providing observation notes or student data before the meeting ensures that feedback is evidence-based and anchored in observable behaviors (Brookhart, 2017).
Example:
- During independent work, seven students used the new vocabulary words correctly in sentences. Two students asked clarifying questions.
- The teacher ask fifteen questions during the observation – 11 were at Learning Level I while four were at Learning Level 2.
Why This Matters:
Sharing data in advance allows teachers to reflect on their own responses and prepare, enhancing the depth of the discussion.
3. Use Guiding Questions
Focused, open-ended questions encourage reflective practice.
Examples:
- “Which strategies were most effective for student engagement?”
- “Where did students struggle, and how did you respond?”
- “If you taught this lesson again, what might you adjust?”
Why this matters:
Guiding questions help teachers take ownership of their professional growth and develop analytical skills for future lessons.
4. Focus on Actionable Goals
Conclude the conference by identifying achievable goals and resources to support improvement (Marzano, 2012).
Examples:
- Goal: Increase student participation in group discussions.
- Resources: Classroom discussion protocols, peer observation opportunities, professional development on questioning strategies.
- Follow-up: “Let’s check in after your next lesson to evaluate these strategies and adjust as needed.”
Why this matters:
Goals should be specific, measurable, and achievable within a reasonable timeframe. Follow-up demonstrates ongoing support and accountability.
5. Encourage Ongoing Reflection
Effective post-observation conferences are part of a continuous cycle of professional growth.
Examples:
- Teachers reflect after key lessons that incorporate new ideas.
- Leaders schedule follow-up conversations to review progress and discuss new strategies.
Why this matters.
Ongoing reflection allows teachers to internalize feedback, refine practice, and cultivate a culture of continuous improvement.
6. Model Evidence-Based Feedback
Administrators should model using observation data to inform instructional decisions.
Example:
- “I noticed that during the independent practice segment, students struggled with applying the formula. Based on this, how might you adjust your next lesson?”
Why this matters:
Modeling evidence-based reflection helps teachers adopt a similar approach and reinforces the importance of data in decision-making.
Quick Reference Table for Post-Observation Conferences:
|
What Not to Say / Do |
Why It Does Not Work |
Alternative Approach |
Example |
|
“How do you think the lesson went?” |
Puts the teacher on the spot, often leads to superficial responses, and misalignment between teacher and leader perceptions can create conflict |
Begin with guiding, specific questions that direct reflection toward key aspects of instruction |
“Which part of the lesson do you feel had the most impact on student learning?” “What strategies seemed to engage your students most effectively?” |
|
Generalizations / subjective opinions (for example, “Students were not engaged,” “Good job”) |
Vague statements provide no actionable feedback and rely on personal impressions instead of evidence |
Use specific, observable evidence and, when appropriate, student data |
“During the independent work segment, seven students correctly used the new vocabulary words in sentences.” “Eight students explained their reasoning to peers during group work.” |
|
Prescriptive statements (for example, “You should call on more students,” “You need to change this activity”) |
Reduces teacher agency, can feel judgmental, and discourages reflective thinking |
Ask reflective questions and offer options for strategies |
“Which strategies did you try to engage students in discussion?” “Here are a few strategies to increase participation. Which do you think would work best with your class?” |
|
Focusing on unchangeable factors (for example, class size, student demographics, room layout) |
Emphasizes limitations rather than possibilities, can feel discouraging, and is not connected to teacher actions |
Focus on factors the teacher can control and suggest scaffolds or supports |
“Given the class size, how might you structure small-group discussions so more students participate?” “What scaffolds could you put in place so all students can access the material?” |
|
Providing suggestions with no plan to revisit them (lack of follow-up) |
Treats feedback as a one-time event, reduces accountability, makes goals easy to forget, and leaves teachers unsure whether they are on the right track |
Co-set one or two goals and schedule a brief follow-up to review evidence and adjust next steps |
“Let us focus on increasing student participation with these two questioning strategies. I will stop by next Thursday during your small-group time to see how it is going, and we can talk for five minutes after school to decide what to keep or adjust.” |
|
Overloading feedback (too many points at once) |
Overwhelms teachers, reduces the likelihood that any change will be implemented well, and blurs priorities |
Focus on two or three high-priority areas, then address additional points in later conversations |
“Let us focus today on questioning strategies and small-group engagement. We can talk about classroom management in a follow-up session.” |
|
Ignoring teacher perspective (one-sided conference) |
Positions the leader as the sole authority, misses insight into the teacher’s intentions, increases defensiveness, and reduces buy-in |
Ask open-ended questions, listen actively, and incorporate the teacher’s thinking into the next steps |
“Can you walk me through your thinking behind this activity?” “What did you notice about student engagement during this segment?” |
From One Conference to a Cycle of Growth
These pitfalls, alternatives, and examples are not meant to be another checklist for leaders to manage. Instead, they represent a shift in how post-observation conferences are understood. When leaders move from vague, one-sided commentary to evidence-based, collaborative, and focused conversations, the conference becomes less about rating performance and more about building skill over time.
A practical way to think about this is as a simple cycle:
- Before the conference: Share key observation notes or student data in advance and identify one or two possible focus areas.
- During the conference: Use guiding questions, name specific evidence, and co-create a small number of clear, actionable goals.
- After the conference: Follow up with a brief visit or check-in that looks for the agreed-upon evidence and supports the next adjustment.
This cycle does not require as much time as it requires more intention. When teachers know that feedback will be specific, that their perspective will be heard, and that there will be a chance to revisit goals, they are more likely to take risks, try new strategies, and reflect honestly on their practice. Over time, individual conferences begin to add up to a culture where adult learning is visible, continuous, and directly connected to student learning.
References
- Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.
- Danielson, C. (2013). The framework for teaching evaluation instrument (2nd ed.). ASCD.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
- Kraft, M. A., & Gilmour, A. (2016). Can principals promote teacher development as evaluators? Educational Evaluation and Policy Analysis, 38(1), 31–62. https://doi.org/10.3102/0162373715614421
- Marzano, R. J. (2012). The new art and science of teaching: More than fifty new instructional strategies for academic success. Solution Tree Press.
