Does anyone else get unnaturally nervous during observations? I've been teaching for five years, but I feel like a first year teacher every time someone walks in my room with a computer. Today, I was observed during my scripted phonics block. I'm actually a big fan of the program we use, but I was stumbling over words and got through only half of my lesson.
I think there are some great things about observations - in particular, the chance to identify areas of strength and weakness and set growth goals. DCPS using the IMPACT framework to conduct observations. I got some great ideas and feedback from my Master Educator (a role which will NOT be a part of IMPACT data), but I know she didn't see me at my best. It's so frustrating that my performance as an educator can be reduced to one score taken from a 30-minutes snapshot, teaching one of my hardest lessons of the year to an autistic student, an ELL newcomer, and a student with moderate developmental delays. Yes, I believe all children can learn, but is it fair to judge my teaching of that particular small group on the same criteria you would judge me teaching my students who are performing above grade level? I don't know. Is it fair to have someone unfamiliar with my class or my students making passing judgments about us, either?
As a teacher, I really love feedback. I enjoy learning new things and getting better. But wouldn't it help if observations were a tool for growth, not a penalty for an off day or a tough group of students or a skill you're still learning? If I practice with my students before I give a test, shouldn't I get to practice with my evaluators before it counts? What if we could take their feedback, practice it, then be evaluated on the implementation later?
