November 11, 2026
Contributing Author: Dr. Rachael George Gutierrez
As a new school administrator, Kim Marshall’s work on classroom mini-observations was instrumental in shaping my approach to instructional leadership and strengthening the impact our schools had on student learning. His emphasis on frequent classroom visits, meaningful feedback, and ongoing conversations helped shift my thinking from simply observing instruction to actively supporting teacher growth. Years later, as I coach principals and district leaders, these same practices continue to ring true. And as we move into the prime time of learning, when instructional routines are established and opportunities for student growth are abundant, there is no better time to revisit how we use classroom observations to improve teaching and learning.
Are We Observing Classrooms or Improving Instruction?
As school leaders, we develop observation schedules, establish expectations, identify look-fors, and document what we see. But here’s a question worth considering: Are our classroom visits actually improving teaching and learning, or are we simply getting better at completing observations?
The real value of an observation isn’t found in the number of visits completed or the forms submitted. It’s found in what happens next.
What Does Marshall Tell Us?
In his 2024 Phi Delta Kappan article, “Mini-Observations 2.0,” Kim Marshall revisits his approach to classroom supervision, reflecting on lessons learned from decades of working with school leaders.
Marshall advocates for short, frequent, unannounced classroom visits followed by meaningful conversations with teachers. Rather than relying solely on lengthy formal observations and extensive documentation, his approach emphasizes ongoing dialogue, reflection, and continuous improvement.
One particularly important point is his caution against immediately providing written feedback without first talking with the teacher. When administrators send feedback without a conversation, they may miss important context about the lesson, students, or instructional decisions.
Marshall also challenges leaders to look beyond teacher behaviors and focus on evidence of student learning. What are students doing? What are they learning? How do we know?
From Observation to Conversation
Consider two scenarios.
A principal visits a classroom for ten minutes, records several observations, and later emails the teacher a list of strengths and suggestions. The observation is documented, the feedback is delivered, and the task is complete.
Now imagine that same principal visiting the classroom and following up with a brief conversation:
- What were you hoping students would learn today?
- What did you notice about their understanding?
- Is there anything you might approach differently next time?
Two Takeaways for School Leaders
- Prioritize the conversation, not just the visit.
Make time for brief, face-to-face conversations following observations. Ask thoughtful questions, listen to the teacher’s perspective, and identify one meaningful next step together.
- Close the feedback loop.
Use subsequent visits to revisit previous conversations, notice instructional adjustments, and celebrate progress. Feedback should be part of an ongoing professional dialogue, not an isolated event.
The Leadership Challenge
As we enter this important stretch of the school year, consider how your classroom visits are contributing to teacher growth and student learning. Are you simply collecting evidence, or are you creating opportunities for meaningful instructional conversations?
Because the walkthrough isn’t the work. The work is what happens next.
Sources:
Marshall, K. (2024). Mini-observations 2.0: How can principals and teachers get the most out of short classroom visits? Phi Delta Kappan, 105(7), 52–57.
Learn more by contacting Dr. Rachael George Gutierrez, Associate for Creative Leadership Solutions