Teacher Evaluations

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Watching the video “Preparing for Formal Observations” on The Teaching Channel was a great tangible reminder of the stress that a teacher – especially a new teacher – feels around the topic of formal observations.  When I was a young teacher myself teaching with Teach For America many years ago, I remember the near-constant feeling of stress and worry that I would not measure up as a teacher, wondering what exactly I would be judged against, when and by whom (although mainly I felt the constant barometer of quality held for me by my students!). What helped at the time – and what I’m certain helps any teacher in this regard – is having a clear sense of what the formal evaluation process will be, how it will be followed and how the teacher can best prepare.  The video laid out three very simple “stages” in the process and they offered a few suggestions for each one:

  • Pre-observation: The video suggests that the teacher should meet with the evaluator ahead of time to ensure clarity of the process, and also to share insights on the lesson that will be taught, how it fits into the overall vision for the curriculum, and any thoughts on the dynamics of the students within the class.
  • Observation: The video suggests being as prepared as possible, not only with the lesson, talking points, etc, but also with all materials. Additionally, it recommends creating a back-up plan in case anything goes wrong in the lesson.  In the video, the experiment did not cooperate for the teacher (specifically a Bunsen Burner!) and it was clear that she was – thankfully – ready with Plan B.
  • Post-observation: After the observation, the video suggests that a teacher first self-reflect on how the lesson went before coming to the discussion with the evaluator. Then, it suggests approaching this lesson as calmly as possible, with a growth mindset for one’s own ongoing development as a teacher and gratitude for a partner in the work improvement.

I think the feedback that I would most value from an evaluation would pertain to the following areas – these are the areas that I’d seek to address in my student feedback surveys:

Strength of lesson planning and delivery:

o   How much students seem to actually be learning

o   How engaged students are in their own learning

Classroom environment / socio-emotional impact of the classroom:

o   If students feel comfortable with me as the teacher

o   How students feel about the classroom environment I am cultivating, and can bring their best selves to the work

The rigor of the classroom / effectiveness and productivity of the classroom:

o   Whether or not students feel both comfortable AND pushed to improve on their mistakes

o   If mine is a productive class environment where we’re always getting things done

Two Evaluation Systems: The Danielson Framework and the TEACH-NOW Clinical Rubric

The Danielson Framework divides the aspects of a teacher’s charge into four domains:

  1. Planning and Preparation
  2. Classroom Environment
  3. Instruction
  4. Professional Responsibilities

According to the Danielson Framework webpage:

“Each component defines a distinct aspect of a domain; two to five elements describe a specific feature of a component. Levels of teaching performance (rubrics) describe each component and provide a roadmap for improvement of teaching.” 

Although I have never been evaluated under the framework, I have utilized it as a lens for observations I have done of other teachers.  I love how comprehensive the system is, capturing not only what is seen IN the classroom, but also paying attention to what the teacher does OUTSIDE of direct instruction.  The framework does indeed provide a “roadmap of improvement” by clearly delineating for the teacher what she can do to improve her practice in a wide array of areas which will ultimately undergird her students’ ability to learn at the highest levels. What is also incredible about this framework is the amount of extensive training available – via text and video – to ensure that teachers and evaluators alike can get on exactly the same page about what will be evaluated, how and when, and what excellence does and does not look like in each aspect of each domain.  The ability for multiple evaluators (as well as teacher) to “norm” on their practice of evaluation helps to decrease bias and ensure enough objectivity such that the tool can be applied by many different people in the same classroom and still reach the same / nearly the same outcome.  In this way, neither the tool nor the evaluator get in the way of the evaluation, and it ultimately the practice allows teachers to focus their efforts on improving what are objectively the most critical aspects of their practice to address.

The TEACH-NOW Clinical Rubric is of course of immediate interest to me as it will be applied to my own practice this spring.  It is described as “an adaptation of the 10 InTASC Model Core Teaching Standards, which are used by many teacher preparation programs across the United States.” A clear description of the expectations for a teacher’s behaviors and actions is provided within each standard of the rubric.  The rubric is indeed extremely detailed, and I love how explicitly each component is articulated such that I can envision precisely what is sought at each level.  I also love that the highest level established within this rubric is “Distinguished.”  There is a level of dignity and mastery in that term that goes beyond the typical (and totally acceptable) designation of “Exceeding” yet somehow it suggests a different level of grace and expertise that surpasses a sense of “doing more that you’re asked to do” (as would be contained within “exceeding”).  The rubric is rather lengthy, yet not as lengthy as the sum of all of the sub-components of the Danielson which means that (hopefully!) it is less likely to become overwhelming.  I am very excited to try this rubric out in my own practice and potentially apply it or aspects of it eventually in my work as an administrator.

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