Natalie Grebe
A key component of a program’s sustained quality that may not receive consistent attention is the director’s observations of classrooms. It is best practice for directors to observe classrooms and review their findings with teachers. Most directors will say the biggest reason for not being able to do this as well as they would like is time. While room observations may be scheduled, the constant interruptions of staff shortages, ill children, broken equipment, and parents’ needs make this difficult to complete. Some teachers may feel uncomfortable with their director in the classroom for an extended period of time or get more nervous at the thought of being “watched.” By implementing a few ideas and staying consistent, both directors and teachers can benefit from these observations.
While the issues of the day often pull directors away from the child-centered activities of the center, it is important to stay connected with the happenings in each classroom. Spending short periods in a room can create an opportunity for directors to observe what is working well and what may need tweaking. A few ways to get this done include:
- When arriving for the day, visit each classroom and say good morning. Notice which teachers are interacting with the children appropriately, such as on the floor and playing with toddlers, or in the dramatic play area with preschoolers. Compliment a new art project they have hanging in the room. Make a mental note of the science center in a school age classroom.
- When a staff needs to leave a half hour early or a lunch break needs to be covered, directors can go into the room and use this time not only to observe, but also to model best practices. Read to a small group of children becoming disruptive, play with a child who has been challenging over the past weeks to gain some insight, review proper diapering techniques with an inexperienced staff member. Actively listen to teachers and offer help in implementing their ideas.
- Similar to arrival time above, as the day winds down, there can be opportunities to visit classrooms and observe the materials in the centers and teacher interactions.
After these brief visits, directors can spend a few minutes making notes of both the positives and areas in need of improvement. Write specific interactions to use as examples when following up with teachers, to keep it relevant to the classroom. Some of the observations may be relevant to multiple age groups and could be used to create mini lessons for staff meetings (without using real names or embarrassing anyone, of course). By watching interactions among teachers, directors may find that pairing a seasoned teacher who excels in one area is a wonderful match for a newer staff member.
If directors remain consistent with these drop-in visits, teachers will become more comfortable having the director in the classroom and be more open to suggestions. By communicating and praising teachers frequently, they will be more motivated and open with directors. Now instead of needing a large block of time to observe classrooms, directors will truly know the happenings of each room and be able to better support the teachers. This creates a winning environment for the entire center.
