Flipping the Script: Strengths-Based Observations that Empower Teachers

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How to Conduct Strengths-Based Observations

Gotcha! How often do teachers feel that when an administrator pops into their room, they look for what is wrong?

Let’s be honest—teacher observations have gotten a bad reputation. Too often, they feel like high-stakes evaluations designed to catch what’s wrong rather than celebrate what’s right. But what if we flipped the script? What if observations focused on strengths, not just areas for improvement?

We so often try to lead with an asset-based or strengths-based approach with students, so why don’t we do the same for teachers?

A strengths-based approach to teacher observations doesn’t ignore challenges; it simply reframes the process to highlight what’s working. Rather than having your observation mimic Martin Luther’s Ninety-five Theses, we instead lead with the positives.

In this week’s post, I’ll review the power and research behind strengths-based feedback. I’ll even sprinkle in an example or two. Then, I’ll present a framework any observer can follow so that they lead with the strengths in their next evaluation.

The Power of Strengths-Based Feedback

Strengths-based observations are grounded in the work of positive psychology, which emphasizes identifying and amplifying what individuals do well (Seligman & Csikszentmihalyi, 2000). This approach has been linked to increased motivation and job satisfaction across professions—including education (Achor, 2010). With all the burnout plaguing educators, we need a bit of positivity and motivating language.

Research shows that when people feel valued for their strengths, they are more engaged, more resilient, and — surprise 🤭— more open to feedback (Fredrickson, 2009). It’s time to shift from a deficit mindset to a growth mindset when supporting teachers.

We so often try to lead with an asset-based or strengths-based approach with students, so why don’t we do the same for teachers?

When leaders focus on strengths, they create a psychologically safe environment, encouraging risk-taking and innovation (Edmondson, 2019). Teachers who feel seen and valued for their expertise are more likely to stay in the profession and continue refining their craft (Kraft & Papay, 2014).

Imagine two post-observation conversations:

“You struggled with classroom management today. I noticed students were off-task.”

vs.

“I noticed how you used positive reinforcement to keep students engaged. What strategies have worked best for you?”

Which conversation is more likely to lead to growth? The second one. It builds on strengths while inviting reflection—without triggering defensiveness. The moment we begin to feel defensive is the moment our reptilian 🦎 brain activates, triggering DEFCON three. 💥

How to Conduct Strengths-Based Observations

So you might be asking yourself how to get started with focusing on strengths. Should you just put smiley faces everywhere and say, “Great job!”? Nope. That would be disingenuous and detrimental, potentially creating a toxic, complacent culture. That is the exact opposite of what you want. So to get started, consider implementing these five practices:

1. Look for What’s Working

Seek and you shall find. Start every observation with the mindset of catching teachers doing something well. Maybe they build strong student relationships, design creative lessons, or maintain an incredible classroom culture. Write it down and shout it out. We all have our strengths, so highlight those golden nuggets.

2. Name the Strengths Out Loud

Be specific. Instead of saying, “Great job today!” try, *“I loved how you used student responses to drive the discussion—it kept engagement high.” Research suggests that specific, targeted praise is far more effective than vague affirmations (Dweck, 2006). Plus, it is genuine. If you give someone a blanket, “Good job,” you can come across as a lazy thinker or not skilled enough to know why something seemed so great.

Rather than having your observation mimic Martin Luther’s Ninety-five Theses, we instead lead with the positives.

3. Ask Growth-Oriented Questions

I love a good question. Instead of pointing out problems, ask: “What do you think went well? What do you want to refine?” Then, keep probing to follow up on their comments, encouraging deeper reflection. This primes self-reflection which can lead to teacher-driven solutions and empowerment.

4. Link Strengths to Professional Growth

Tie observations to long-term professional goals. If a teacher excels at student engagement, suggest they mentor a colleague or lead a professional learning session. Strengths aren’t just about affirming teachers—they’re about leveraging talent to improve schools. Similar to asking growth-oriented questions, implementing this practice can lead to empowerment thereby higher motivation and self-efficacy.

5. Celebrate Progress, Not Just Perfection

Teaching is an evolving practice and growth takes time. Recognizing small wins builds momentum and confidence. Research on employee engagement shows that celebrating progress—rather than just end results—improves motivation and performance (Amabile & Kramer, 2011).

Embrace the process of learning and not just the outcome. When we shift to embracing the learning process, including the bumps in the road, we can strengthen our culture and cultivate risk-taking which can lead to innovation and even better student outcomes.

Strengths aren’t just about affirming teachers—they’re about leveraging talent to improve schools.

One Last Thought

Strengths-based observations aren’t about sugarcoating feedback or ignoring areas for improvement. They’re about creating a culture where teachers feel valued, supported, and motivated to grow.

In these times when teachers feel overworked, stressed, and undervalued, cultivating this culture is essential to keeping our teachers and building their motivation to excel and be and do better.

References

Achor, S. (2010). The happiness advantage: The seven principles of positive psychology that fuel success and performance at work. Crown Business.

Amabile, T. M., & Kramer, S. J. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard Business Review Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Edmondson, A. C. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

Fredrickson, B. L. (2009). Positivity: Top-notch research reveals the 3-to-1 ratio that will change your life. Crown.

Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Educational Evaluation and Policy Analysis, 36(4), 476–500.

Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.