Every teacher wants to grow professionally and to excel in the classroom. Likewise, every administrator wants teachers to succeed and desires to lend assistance where needed. We teach pragmatic and effective methods for growth-promoting leadership.  Our facilitations include concrete tools for collecting specific data, for identifying starting points with struggling teachers or inductees, as well as strategies and language that lead to specific growth outcomes.

Tools for Administrators, Teachers, and Coaches

Our Mission

Every teacher wants to grow professionally and to excel in the classroom. Likewise, every administrator wants teachers to succeed and desires to lend assistance where needed. We teach pragmatic and effective methods for growth-promoting leadership.  Our facilitations include concrete tools for collecting specific data, for identifying starting points with struggling teachers or inductees, as well as strategies and language that lead to specific growth outcomes.Every teacher wants to grow professionally and to excel in the classroom. Likewise, every administrator wants teachers to succeed and desires to lend assistance where needed. Indeed, recent studies by the National Commission on Teaching and America's Future (2003 by Barnes, Crowe, and Schaefer) found that every teacher job turnover costs a district $1,500.00 or more per teacher for the training, rehiring, and record keeping that had been involved. Those dollar amounts keep rising.

Teacher growth and excellence is in everyone's interest--and not only because of the dollars involved. Teacher excellence fosters student success and strengthens our communities and our nation. Making that happen is the interest of ObserverTab, LLC, through our on-site work, our tools for administrators and teachers, and our publications.

At the core of our work are specific learning-engagement practices that are easily describable and transferable. Many of our on-site facilitations focus on these practices. We give administrators tools for identifying and observing while offering strategies for coaching and assisting. In effect, we give administrators pragmatic, effective, and proven methods (visit our testimonials) for growth-promoting leadership among all teachers.

We believe that the building principal is the critical piece in the success of instruction. Research is clear that the principal's work with teachers (to help them grow their management and instructional practices) directly affects the outcomes achieved in a school. Part of that success includes the principal's ability to work with teachers who are new or who are struggling. We have designed many of our resources (data-collection tools, stances, language and strategies) in order to enable these functions.

At the same time, we give teachers a framework coupled with effective tools for establishing classroom environments that encourage children to be active and engaged. Teachers learn specific skill-building strategies that they can transfer immediately to make their classrooms positive places of learning. We work also with coaches and mentors on specific stances and language of coaching that facilitate learning and growth among teachers. For instance, in our facilitations, mentors learn more about how to get "a foot in the door" to build trust and to maximize growth.

Every teacher wants to grow professionally and to excel in the classroom. Likewise, every administrator wants teachers to succeed and desires to lend assistance where needed. We teach pragmatic and effective methods for growth-promoting leadership.  Our facilitations include concrete tools for collecting specific data, for identifying starting points with struggling teachers or inductees, as well as strategies and language that lead to specific growth outcomes.
Much of the success of our facilitations results from situated learning. That is, we work on-site with staff (principals, mentors, teachers) in order to model in the context of practice. For instance, we might perform "walk-through visits" to classrooms with principals as part of building observation skills through collecting concrete data. Or we might model techniques for teachers to use in forming effective engagement questions (Tasking), to name just one.

Our website and our publications speak to our experiences working inside school districts in a variety of geographies and demographics. The testimonials offer a taste of what we deliver. This is one of our favorites:




"Our staff has lived the use of these engagement strategies through your dynamic facilitations and authentic examples, from your insight and humor, and through your guided practice.
Thank you so much!"

Sonia Lawson, Principal
Los Lunas, New Mexico