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Announced or unannounced I treat the same because I follow protocol EVERY day, but IF a student needs me to step off the path, I have NO problem because I am there for THEM, not the administrators. I also let students know that if an administrator or ANY other adult comes into our “home”, they can ask THEM for assistance as well. This means administrators already know they may be called upon to render aid in the event multiple students need assistance. Do NOT be afraid; my classes have 21 to 31 students and there is ONE of me, so this gives administrators a true taste of what my classes are like every day, and they had better not embarrass my students for ASKING for their assistance. If a student acts out, I don’t have a problem correcting them on the spot because most administrators are not about consequences; I am because NO person should steal (time) from another.
Bottom line? Don’t be intimidated; be prepared; be confident.
If someone from administration turns up to observe, I just proceed as always. There's really nothing I would do differently. Even if I wanted to, the students would think it bizarre if I suddenly shifted into some other approach. Can't really do some kind of shape-shifting performance with a room full of teenagers watching you, after all.
Observations can be so intimating, if the observer is out to get you.
I stop what I am doing, greet the administrators and introduce them to the class. (I teach K). Then carry on with the lesson as planned. Admin needs to see what really goes on in our classes and I have more experience in the classroom than any of them. I welcome their constructive feedback and assistance, but I am confident in my skills too. Be confident in yourself and just let them see the reality of teaching in today’s world!
I only feel like it’s a show because our admin allows teachers to schedule their observations, so some of the worst teachers can make a plan and prep for days for one lesson to appear competent. I’m in total favor of unscheduled pop-ins over letting teachers choose their best days.
Otherwise, as most have said, if someone shows up to observe, I just behave as I always would.
There was a math teacher in the room next to mine. Whenever the administrators would pop in he would greet them and tell the kids that Mr/Ms administrator is very busy, but if they have time they can explain the next problem to the class. Ironically 100% of the time they just happened to be too busy and quickly exited.
It’s hard not to feel like you need to put on a show. I try to keep it real by sticking to what works for my class, even if it’s not the picture-perfect moment. The administrator needs to see the authentic classroom environment, with all its energy, chaos, and learning.
When I was a young teacher I thought it was a performance, but after 27 years, when the principal came in, (I’m retired now) I just did what I had planned. Whether it was a test, a quiz, a full lesson, or game day, I didn’t change my plans. After 10 years in I realized that my principal needed to see the “blood, sweat, and tears” of my classroom. Since I had more experience than most of the principals I work for, I had the upper hand. He still gave ridiculous, time consuming suggestions, I listened and went on my way knowing that I was doing my job whether he say it or not. In the end I had the test scores to prove it. During my 20th year observation, and at the post conference my principal said, “nothing I say really matters to you, huh?” I told him no, it really didn’t. Believe me when I tell you, you can out talk, out explain, and understand more about education that most principals will ever know. He knew it and I knew it.
Don’t think that way, observing teachers is a check box administrators must check, they don’t like observing as much as you don’t like to be observed. As far as unruly kids, it’s not the admin first rodeo so they expect it, just explain to to the students from time to time that at any time an administrator walks in, you want them at their best behavior or there will be consequences, then follow up with your threat if that happens.
I used to hear from my students how other teachers’ observations went. The kids were relentless in their criticism of the whole process. But especially “oh the principal was so impressed” by the “teacher who really sucks” comments.
Yea definitely but I have gotten so used to them now that they don't really make me nervous anymore. Thankfully I have great students this year who have made it very easy.
Get a copy of the evaluation tool, and get to know it. That way you'll know specifically how you are being evaluated. For example, in the Danielson rubric, addressing student negative behavior appropriately is just as important as students behaving well. The better you know how you are evaluated, the better you can facilitate learning but it also helps with the post-observation when you discuss with the observer your actions and choices.