Observation, Supervision & Professional Growth

Recently I was part of discussion about supervision versus evaluation. The fundamental question was: How can teachers feel comfortable learning and taking risks during an observation if it could potentially negatively effect their evaluation? 

My thinking is this: we need to view our observations with a growth mindset. Don't we want our teachers to model taking risks in their learning and consequently learning through failure? Don't we want teachers to assess students' growth, not catch them in their failures? Then shouldn't we create a safe environment for teachers to learn and model growth?  

Carol Dweck would tell us that the most important word in developing a growth mindset and becoming a true learner is to enact the word "YET." I have made a promise to teachers that if ever there is a classroom observation that is not quite proficient, we will call it "not YET proficient." My rough notes become their rough notes and no more. We reflect and discuss strengths and areas for growth. We talk about resources and supports. They let me know when they are ready for me to observe and we try it again. 

Over the past few years since I made this promise, when there is a "not YET" lesson, it has been a result of a teacher trying something new or working with a challenging situation.  We are both relieved to call it a "not YET" and relieved that I will not be formally writing it up.  Calling the observation a "not YET" actually ends up feeling good--I feel confident that they will be resourceful and find the strategies needed to create a proficient lesson.  They feel respected, safe, and empowered to grow professionally.  After follow-up observations, there is joy in post-observation conferences that underlines the deepening of our trust in each other and the realization of professional growth mindsets. Again, it feels good. It feels like learning. And that is what it is all about.