Principal supervisors play a key role in strengthening instructional leadership across a school system. Their primary responsibility is not to be a “super principal” but to build the capacity of principals. One powerful way to do this is by approaching classroom observations as a coaching opportunity rather than a compliance exercise.
When supervisors and principals share trust, mutual accountability, and common goals, classroom visits can become meaningful learning moments. Supervisors can create the conditions for principals to “learn in public” by modeling curiosity, engaging in reflective practice, and being transparent about their intent. The goal is not to evaluate the principal’s performance in the moment, but to help them sharpen how they observe and interpret teaching and learning.
Below are tips for principal supervisors looking to approach classroom observations as a coaching partnership.
Start with the principal’s growth goal.
Before entering a classroom, gain a clear understanding of the principals’ growth goals. Clarify that your role in the observation is to support their learning. When principals know the visit aligns with their goals, they are more likely to engage openly in the learning process.
Observe the leader, not just the classroom.
During the observation, pay close attention to the principal’s actions. Notice where they position themselves in the room, what moments capture their attention, and what evidence they record. These patterns can reveal how the principal is taking in the teaching and learning.
Begin with reflection.
After the visit, invite the principal to share what they noticed. Use guiding questions such as “What did you notice about teaching and learning during the observation?” to encourage principals to analyze their own practice and develop their observational lens.
Share evidence, not judgment.
Once the principal has reflected, offer what you observed using concrete examples. Evidence opens the door to deeper reflection, while judgment can shut it down. For instance, instead of saying, “You should have observed the left side of the room more,” you might say, “I noticed you spent about 20 minutes on the right side of the room and about five minutes on the left.”
When principal supervisors approach classroom observations with a coaching mindset, they help principals become more intentional about how they observe teaching and learning. Over time, these shared practices strengthen instructional leadership and create the conditions for deeper learning across schools.
