Participation
- Teacher
- Decides whether to participate
- School
- May invite; cannot require
- System
- Sets opt-in deployment terms
ClassroomIQ · Teaching practice
Help teachers learn from their own lessons.
ClassroomIQ returns strengths-first coaching tied to specific moments in a recorded lesson. Teachers decide what is useful and retain control of their individual coaching record.
The teacher’s experience
The first observation is a strength.
Coaching begins with something that worked, shows the moment in the lesson it is drawn from and offers practical language the teacher can try next. ClassroomIQ makes useful feedback available after a teacher chooses to record a lesson, so development stays grounded in the teacher’s own practice rather than an observer’s schedule.
Teacher control
Teachers control participation and their records.
The deployment agreement separates individual coaching from school and system reporting. Participation is a teacher’s choice, teachers own their recordings and coaching records, and leaders receive patterns without access to individual records.
Lesson recordings
- Teacher
- Chooses when to record and owns the record
- School
- Cannot view an individual recording
- System
- Cannot view an individual recording
Coaching record
- Teacher
- Views and owns the coaching record
- School
- Cannot view individual coaching records
- System
- Cannot view individual coaching records
Patterns across lessons
- Teacher
- Individual record is not shared
- School
- Receives de-identified school patterns
- System
- Receives aggregate system patterns
| Record | Teacher | School | System |
|---|---|---|---|
| Participation | Decides whether to participate | May invite; cannot require | Sets opt-in deployment terms |
| Lesson recordings | Chooses when to record and owns the record | Cannot view an individual recording | Cannot view an individual recording |
| Coaching record | Views and owns the coaching record | Cannot view individual coaching records | Cannot view individual coaching records |
| Patterns across lessons | Individual record is not shared | Receives de-identified school patterns | Receives aggregate system patterns |
Useful system visibility
Patterns leaders can act on.
Under reporting rules agreed before deployment, leaders receive de-identified patterns across participating teachers. Those patterns can point system support where it is useful, such as a framework element that needs shared attention or professional learning worth offering, while individual recordings and coaching records remain with each teacher.
One traceable example
See the evidence behind the feedback.
Feedback stays close to the teacher’s own practice. An observation links back to the relevant moment in the lesson.
01 · Transcript
Recorded by choice08:14Teacher explanation
18:42Teacher’s words
24:09Student response
The lesson creates a timestamped record that the teacher can return to.
02 · Evidence
Anchored observation
Transcript · 18:42
The observation points to the transcript moment used as evidence.
Analysis follows the framework chosen by the teacher or their system.
03 · Coaching output
Begins with a strength
Specific feedback anchored to lesson evidence.
Language to try next
A concrete phrase appears here for the teacher to adapt in their next lesson.
The teacher can ask the coach questions, with answers drawn from their own recorded lessons.
Begin within an agreed scope
Configured to your framework and rules.
A first deployment uses your teaching framework, access requirements and reporting rules, with a defined group of participating schools. Progress is measured from an agreed baseline, and wider adoption is a decision your leaders make on the results.
The next step
Put evidence behind the next coaching conversation.
Bring your teaching framework and the controls your teachers and leaders need.