Written by Uzma Zaffar, Vice Principal, Doha College

Developmental Drop-In (DDI) and Instructional Coaching (IC) Sessions at Doha College Doha College is excited to share our approach to Developmental Drop-In (DDI) sessions—a fresh, collaborative strategy for teacher development. Replacing traditional one-hour observations, DDI prioritises trust, growth, and deliberate practice, shifting from high-stakes evaluations to a teacher-driven continuous learning process. This innovative model fosters an environment where teachers feel supported, valued, and motivated to improve their practice continuously.

Previously, teacher observations at Doha College followed a top-down approach, lasting an hour and scrutinising all aspects of teaching and learning. Feedback was written by line managers and often felt like a one-off, high-stakes assessment, offering limited opportunities for meaningful professional growth. These observations could be stressful, focusing more on evaluation than skill development. In contrast, the DDI model cultivates a culture of mutual development and support. Each teacher serves as both a coach and a coachee, encouraging peer collaboration, open communication, and shared learning.

Observing peers across different departments, not just within their own, has been particularly valuable, offering diverse perspectives and cross-curricular insights that enrich professional development. Approximately every four weeks, a 15-minute observation is conducted, followed by a 30-minute coaching session. This structure nurtures a continuous cycle of growth. After each initial coaching session, a specific focus area for development is identified—often aligned with whole-school or departmental goals—and the teacher works on this area in the weeks leading up to the next observation. This targeted approach ensures that professional development is both relevant and impactful. In subsequent observations, the coach assesses progress on the agreed focus area and identifies the next high-impact step for the teacher.

Shortly after, a feedback session takes place, during which praise is given, reflective questions are posed to deepen insights, and new goals are set. This scaffolded feedback process helps teachers reflect on their practice, understand the impact of their methods on student learning, and identify clear actions for further improvement. The iterative nature of this process allows teachers to make consistent, incremental improvements, which accumulate over time to drive significant progress.

The DDI model emphasises frequent, low-stakes observations, targeted reflection, and purposeful feedback, empowering teachers to steadily enhance their practice. This ongoing support fosters a growth mindset, encouraging teachers to take risks, experiment with new strategies, and learn from their experiences without fear of negative judgement. Through this process, teachers are equipped with the tools to reflect, grow, and refine their skills, ultimately improving the learning experience for students. By focusing on small, achievable steps, DDI ensures sustained professional development and a positive impact across Doha College. The consistent cycle of observation, reflection, and action embeds professional growth into the teaching culture at Doha College, making it a continuous journey rather than an isolated event.

Through DDI, the college aims to build a strong professional community where teachers learn from each other, share best practices, and collectively work towards enhancing student outcomes. The emphasis on collaborative coaching relationships ensures that teachers are not working in isolation but are part of a supportive network that values their growth. This approach benefits not only teachers but also has a direct, positive impact on student learning, as teachers continuously refine their techniques to better meet the needs of their pupils.

The DDI model marks a significant shift from traditional professional development methods, moving away from one-off evaluations towards a system of continuous improvement and reflection. By encouraging purposeful feedback, targeted reflection, and ongoing collaboration, the DDI model strengthens professional growth and enhances the learning experience for all pupils. The focus on small, incremental steps ensures that teachers make steady progress in their practice. This ongoing cycle of reflection, observation, and coaching provides teachers with the support they need to develop effectively, leading to improved outcomes across Doha College. The ultimate goal of the DDI approach is to create an environment of trust, collaboration, and continuous learning. Teachers are empowered to be the best they can be, and students benefit from high-quality teaching every day.

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