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?
So I LOVE the ideas you present. I get the same jitters, but I actually am a 1st year teacher. I had my ME pop up and it was already an off day because materials hadnt made it to my class that were needed for the science lesson. So basically I felt like it was the worst lesson I have ever taught, but Im a math teacher and science is rare so I was stepping out of my comfort zone with the lesson in the first place. The lesson wasnt bad, but my implemnetation and attention to Teach standards while instructing were completely off. I was so nervous I forgot parts of my lesson, skipped some routines and had a slight panic attack afterwards. What sucks is my students enjoyed that lesson and referenced it later, but the ME cant see that.
ReplyDeleteME observations can be nerve-racking, however, as a DCPS educator you'll be relieved to hear that as a part of the LEAP initiative ME observations are being phased out. My hunch is that our coaches may be doing the observations from now on and taking on a part of that teacher evaluation. And who would you rather have performing the observation: a neutral party with little context or a localized "neutral" party with more understanding. I think this approach also eliminates the "lesson in a box" strategy that I have heard teachers employ, where they have a well-vetted lesson that they draw on when their ME comes by.
ReplyDeleteAnother development in DCPS are experimental periods where observations cannot occur. To Jay's point, this would be the optimal time to try out a challenging lesson or incorporate another content area and not have to worry about the hiccups of trying something new out costing you an observation.