Transforming Classroom Observations: A Collaborative Approach to Professional Growth

March 2025

“Observations” can feel like a bad word; it can mean wasted time, judgment, and stress. But it doesn’t have to be like this! Observations can be useful, community-building, and even fun! 

Recently, Brent McClain, K–12 Math TOSA at Oregon City School District and CPM Classroom Teaching Specialist, hosted a group of CPM teachers from surrounding districts to observe CPM classrooms. The event provided a meaningful opportunity for educators to engage in reflective practice, share insights, and strengthen professional connections.

A Structured Approach to Observations

Leaders from two schools partnered with Brent to organize a full day of classroom visits. Upon arrival, visiting teachers participated in a brief welcome and orientation session. They were provided with “CPM Classroom Visit Look-Fors,” which served as a guiding tool for observations, ensuring a focused and constructive experience.

Teachers taught, students engaged, and observations were made.

Following the visits, Brent led a structured debriefing session, during which attendees shared their reflections and provided feedback through a Google Form. This process allowed for meaningful exchanges of ideas and allowed observed teachers to receive constructive feedback, making the experience a true win-win for everyone involved.

The Impact of Peer Observations 

Participants overwhelmingly expressed gratitude for the opportunity, describing the experience as insightful and inspiring. Many highlighted the immediate relevance of the feedback and ideas they gathered, as well as the generosity and openness of the host teachers. This collaborative approach reinforced the importance of professional learning communities and the power of shared experiences in strengthening instructional practices.

How to Implement Community-Building Classroom Observations in Your Own District

Interested in organizing a reflective and meaningful observation experience similar to the one Brent facilitated? Here are some steps to get started:

• Connect with other CPM districts nearby. If you are unsure where to start, contact your Regional Professional Learning Coordinator (RPLC) for potential collaboration opportunities.
• Consider hosting observations at your school. If you are willing to open your classroom to fellow educators, your RPLC can help coordinate.
• If external visits are not feasible, organize peer observations within your district or department. Meaningful professional learning can happen right within your school community!

Encouraging teachers to open their doors to colleagues fosters a culture of collaboration and continuous improvement. Good teaching is good teaching; there is nothing explicitly “math” about good mathematics instruction. While the kids get bigger, they stay the same in so many ways. Don’t be afraid to go into different classrooms; I learned so much about pedagogy by observing a kindergarten classroom. All kids enjoy laughing, engaging, and learning—even big kids with teaching jobs! The more teachers collaborate, share with other teachers, and embrace the fun factor, the better we all become. 

Please do not hesitate to reach out if you have any questions or need support organizing classroom observations. The Professional Learning team is happy to assist in making it a valuable (and fun!) opportunity for your team.