Whether you’re leading on quality improvement or supporting continuous professional development, observations can be a powerful tool for individual and organisational improvement. Done well, they build trust, encourage growth, and deepen professional learning. Done poorly, they can feel performative and create anxiety, undermining the very outcomes they’re intended to support.
Over time, we’ve seen a move away from more traditional, compliance-focused observation approaches, but the perceived purpose of observations still carries weight. Even with more developmental models, there remain some persistent risks that can limit their impact. They’re not mistakes — just signs that a strategy may need retuning.
The following common reflections on observations in practice offer some suggestions for moving things forward, as well as a recap of researched practices and what we see working.
1. When observations drift into performance management
It’s natural to want to use observations to monitor standards. But when they become a tool for judgment rather than growth, something important is lost.
When practitioners feel watched rather than supported, the result can be surface-level compliance. They teach “to the observer,” not in their usual style. It’s a dynamic that erodes trust and limits real development.
Matt O’Leary’s (2014) research highlights that observations risk losing their developmental value when experienced as surveillance rather than support. That tension hasn’t gone away, and it’s a reminder that how we frame and deliver observations matters as much as why we do them.
A shift in perspective:
Reframe observations as a tool for learning, not data collection. Be clear in your approach, as they are designed to support reflection, not evaluation. This opens the door to honest conversations, mutual learning, and a stronger CPD culture across your organisation.
2. When one model tries to fit all
Observation models often don’t reflect the complexity of different teaching and learning contexts. What works for a group teaching session might miss the mark in a one-to-one review or an employer setting.
This mismatch can create frustration and, worse, misleading conclusions about quality. The challenge of a “one-size-fits-all” model isn’t just anecdotal — it’s backed by research on effective observation design. Matt O’Leary points out that rigid templates can fail to account for the nuances of different learning environments, which leads to skewed judgments and unhelpful feedback. What works in a classroom doesn’t always translate into a workplace setting — and vice versa.
A more tailored approach:
Match your observation methods to the setting. Ask yourself: What is meaningful to observe here? What does quality look like in this context? By embracing the diversity of practice in your provision, you create more relevant feedback and substantial improvement.
3. The real value of observation isn’t in identifying gaps — it’s in building the confidence to close them
Observations should be part of a bigger picture, not a tick-box exercise. When disconnected from the rest of your quality cycle, even the best observation work risks fading into paperwork. Isolated observation data has limited value unless it feeds into a wider quality improvement loop. According to the Education Endowment Foundation (2021), professional development that’s sustained and embedded into wider practice is significantly more effective than one-off events, and the same principle applies to observations. When meaningfully connected to quality planning, CPD, and programme design, observations become a key driver of systemic improvement rather than individual feedback.
Bringing it together:
Connect observation outcomes to your Self Assessment Report, Quality Improvement Plans, and CPD planning. Use them to identify themes, celebrate good practice, and inform programme design. Some providers now use post-observation conversations to reflect not just on individual practice, but on systemic insight. The real power of observation shines when it informs strategy, not just feedback.
Ready to deepen the impact of your observation strategy?
If these reflections have sparked your interest, our workshop: Using observations of practice in your quality cycle is a significant next step.
We explore:
- How to design an observation strategy that supports both assurance and development
- The pros and cons of different observation models
- How to report and act on outcomes meaningfully
- Real examples and peer insights to shape your own approach
Join sector expert Lou Doyle and colleagues from across the sector for a practical, thoughtful session. Find out more about the session and book your place here.
References
- O’Leary, M. (2014). Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. Routledge.
- Education Endowment Foundation (2021). Effective Professional Development. EEF Guidance Report