A Little Input Here!
I was in my early days as a classroom teacher. When it was time for my evaluation, my principal came into my classroom, walked around, and chatted with a few students. He glanced at my lesson plans, gave me a thumbs-up, and walked out. Later, he placed in my mailbox a series of questions for me to fill out: What was my lesson focus? What were the expected learning outcomes? How did I plan to extend the lesson? What reflections did I have about how the lesson could be improved? I dutifully filled out the questionnaire. I included a rigorous and honest self-reflection about the lesson and turned it in to my principal.
About a week later, I received a copy of my evaluation. My principal had taken my responses to the questionnaire and placed them into his evaluation form for my lesson. Even the suggestions for improvement came from me. I had only been in the profession for two years. How could I possibly evaluate my own teaching?
If I had been given the opportunity to have colleagues join the observations, reflections, and discussions of my lesson plans and subsequent assessments, I am sure that I would have become an excellent teacher right out of the starting gate. Instead it took me 15 years, three changes in grade levels, a master's degree, and countless professional development opportunities; and I'm still working to improve. But most sobering for me is the knowledge that it also took nearly 300 students.
<ATTRIB>—Holly Ashley, reading specialist, Rochester Memorial School, Rochester, Massachusetts</ATTRIB>
Go Beyond Positive Words
I have a folder full of evaluation reports from administrators with whom I have worked. They include words of praise such as, "This was a good lesson," or "I really enjoyed this class." These comments were nice to hear and I treasured them, but they didn't provide information about what exactly I was doing well.
Especially in my early years of teaching, I would have appreciated feedback on what strategies were effective and why. Instead of stopping with a period, the comments could have been more helpful if they had gone on: "This was a good lesson because …." Questions to help me reflect on the lesson and suggestions of other strategies or resources would also have been helpful. Such informative feedback is important for students, too, rather than the generic "Good job!"
<ATTRIB>—Mary L. Bigelow, science teacher, retired, Middletown, Pennsylvania</ATTRIB>
No Opportunity to Improve
In my first year of teaching advanced placement English, my supervising vice principal observed my class. She conducted a pre-conference by sending an e-mail listing things she wanted to see, including evidence of written lesson plans. On the day of my observation, I knew that some elements of the lesson were less than perfect. I was looking forward to discussing ways to improve.
My post-conference happened a month later. The vice principal pulled me from one of my classes (leaving my coteacher in charge), and we went into a supply closet. She gave me my observation evaluation, which was glowing, and asked me to sign it. There was no discussion and no opportunity for me to learn. I knew that this evaluation didn't truly reflect what had happened during the observation. However, I couldn't blame the vice principal; she had so many other essential things to do that a truly valuable evaluation process was not a top priority.
<ATTRIB>—Gwendolyn Todd, secondary instructional resource teacher, Charles County Public Schools, Maryland</ATTRIB>
Practice What You Preach
As an art teacher, I wore jeans and flannel shirts or polos most of the time. I left school each day covered with clay or paint. My principal called me to his office after an observation and said, "The only criticism I have is that you should dress more professionally." I said that I could do so but explained why I had dressed that way up to that point. As we talked, the principal was standing there in athletic shorts and a windbreaker. I decided at that moment to become an administrator and do everything I could to be a better leader than he was.
<ATTRIB>—Kevin T. Goddard, superintendent, Sarcoxie R-II School District, Sarcoxie, Missouri</ATTRIB>
"Satisfactory" Is Not Enough
I feel that I don't get enough critical feedback on my evaluations. Everything is "satisfactory." To me, that's the equivalent of getting a C. I find this highly frustrating. Yes, my administrator has pointed out areas of strength, and I appreciate getting recognized in that regard. However, I want to continue to grow, and for that I need guidance and suggestions.
<ATTRIB>—Megan Paris, teacher, Delran Intermediate School, Delran, New Jersey</ATTRIB>
Will Evaluations Be Fair?
I am completing training for the new Connecticut evaluation system. We viewed videos of teacher instruction and resulting scores. In one short video clip, a teacher received a high score because of the behavior of his honors-level students, who remained on task.
In the brief discussion after the video, I raised concerns about the ratings of teachers who had more challenging students. Would the level of the class, the number of students in the class, or the number of students with special needs be a consideration? The response did not satisfy my concerns.
<ATTRIB>—Colette Marie Bennett, English department chair, Region 6, Litchfield, Connecticut</ATTRIB>
Perhaps Some Other Time?
Many years ago, I was evaluated while giving an external assessment to my class! The principal was running behind on his evaluations, so he dropped in and did mine during Stanford 9 testing.
The post-conference was laughable; all he could write were things like, "You read the questions carefully," and "I liked how you kept them quiet." I was frustrated then because it provided me with no productive feedback, but now I think it's funny!
<ATTRIB>—Jennie Munson, director of curriculum, Concordia International School, Shanghai, China</ATTRIB>
Constructive Feedback Is Essential
The most frustrating evaluation experiences I've had are the ones that didn't happen. Evaluations should be a way for professionals to receive constructive feedback to improve their craft and specific praise for their strengths. Getting a pat on the back and being told that you are doing fine cannot take the place of a formal evaluation.
Perfunctory evaluations send the message that what teachers do in their classrooms is not important. Administrators must prioritize this time-consuming task, ensuring that they observe teachers, record their observations, and meet with teachers to discuss their strengths and areas for improvement. All teachers, regardless of their years of experience, benefit from regular, constructive evaluations.
<ATTRIB>—Shelby Hammer, head of middle school, River Oaks Baptist School, Houston, Texas</ATTRIB>
Objective Data Protect Teachers
Without good data, a teacher can be at the mercy of the evaluator. After nearly a decade of top marks, I was suddenly rated as needing improvement in more than two-thirds of the evaluation categories. What had happened to my instruction? Was I at a new school, teaching new materials? No. What had changed? A jealous peer had the ear of my administrator. Among the complaints against me—I had been late to a morning staff meeting … on September 11, 2001.
<ATTRIB>—Mirna Jope, teacher, San Juan Unified School District, Carmichael, California</ATTRIB>
Remember the Human Element
Early in my teaching career, my principal conducted a series of formal classroom observations that culminated after three years in a nonrenewal of tenure. I was teaching in a closet behind the library, with cardboard boxes as bookshelves. The location limited the amount of noise permitted, a serious problem in a language learning classroom. My principal never spoke a word to me. I requested help, meetings, and answers from him, but he did not respond.
Evaluations should be professional, fair, and supportive. The evaluations would have meant so much more had there been explanations behind the below-average ratings and an acceptable path toward improvement. The data collected in the evaluations should have been made public—at the very least to me, to provide useful feedback. And last, I would have appreciated a genuine consideration for the personal impact those inaccurate evaluations had. Honest evaluations respect and remember the human element.
<ATTRIB>—Wendi Pillars, ESL teacher, Virginia Cross Elementary School, Siler City, North Carolina</ATTRIB>
Honest, Detailed Conversations
I have been evaluated using a multitude of rubrics or tools. Although time-consuming, the most helpful evaluations were specific and detailed. The least helpful and frustrating evaluations were conducted without feedback, and were non-negotiable.
A principal needs to provide clear guidelines to all staff members and, after the observation, to provide specific feedback and suggestions for improvement. Teachers should have the opportunity to ask follow-up questions or offer comments to support their instructional decisions in the classroom. Having real, honest conversations and providing detailed feedback ensure success.
<ATTRIB>—Gretchen Schultek, 3rd grade teacher, Charlotte-Mecklenburg Schools, Charlotte, North Carolina</ATTRIB>
A Subjective Process
At my school, principals seemed overwhelmed by the number of evaluations they had to complete. Evaluations were delayed until the end of the year. Observations were often very short, and most teachers received acceptable but not outstanding marks. Some teachers complained about the poorly implemented process, and their scores bumped up. Others took time to provide evidence of good teaching and received higher marks.
I am an outspoken teacher who sometimes disagrees with administration on professional matters, so although I provided ample evidence, my evaluation did not reflect the excellent quality of my teaching. I am National Board—certified, have been teacher of the year, and have nearly completed my master's degree. I was told that I could not be categorized as a good leader unless I went along with everything the administration said. I hope that my average marks won't negatively affect my career. If they do, I hope my professional organization will defend me.
<ATTRIB>—LeAnna Swing, teacher, Buncombe County Schools, Asheville, North Carolina</ATTRIB>
We want to hear your stories! Future "Tell Me About" columns will feature readers' experiences with responding to the Common Core State Standards and promoting student creativity. To see upcoming questions and contribute a response, go to www.ascd.org/tellmeabout.
