1. Get
educated. Read the accompanying text. You cannot perform
well on an observation when you don’t know the underlying principles being
sought. And frankly, as I mentioned in Part I of this post, I think the authors
of these books are smart educators with fantastic ideals. There is a lot to be
learned from the books, even for seasoned teachers.
2. Get
informed. Schedule a meeting with your
administrator/observer to discuss their exact expectations.
With
the Danielson model and surely others, administrators have to pass an intense
battery of tests to become an observer, so you would think they are all on the
same page, but they aren’t. Be specific. Bring the list of evaluation
requirements and ask them what they expect. At a meeting last year, I heard an
administrator from a different building say, “I know teachers can’t be perfect
every day in every period, but for their formal observation, I expect to see
every component in Domain B and C at the Distinguished level,” and she did
expect that. Other principals I’ve spoken with have more of a focus on growth
and improving in the area of the teacher’s Professional Growth Plan (PGP).
Speaking
of the PGPs, ask them to help you select your area of focus. They may have
suggestions from last year’s observations and getting their input would create
a sense of buy-in from them, which could turn into extra support for you. If
they help you develop it, they will care more about seeing your success.
Coming
to your observer to ask about these things will demonstrate care about having a
successful school year. They like that. And, it will make their expectations
more transparent to you, which for teachers, is like hitting the lottery.
3. Get Organized. The proof of worth...um,
I mean artifact collection can become overwhelming, so make a plan early and
document and collect everything. My
saving grace was developing a system that worked for me. Identify your
organizational strengths and find a system based on that. Some teachers I have
worked with wanted accordion files that had a tab for each domain. This worked
for them because they could just drop things into a folder without taking a lot
of time. Some teachers use electronic portfolios, scanning and taking pictures
of everything. I am a binder girl! I
like binders because I can see the artifacts at a glance and quickly turn to
and find what I need. If you are also a binder girl (or are a binder boy), or
need a system, check out what I created to help me. I created a few versions
and uploaded them to my TpT store and they are among my best sellers.
Navy Professional Theme |
Red Professional Theme |
Fun Purple Theme |
The “binders” linked above include title pages for domains and components, but also have templates for Table of Contents because I like to see exactly what I have collected for each domain. By listing the artifacts as I collect them into that section’s table of contents, I can easily see which domains need my attention. They also include multiple templates as example artifacts and give suggestions for which components they would support.
Examples of Artifact Templates
Here are a few quotes from buyers:
|
· “It is exactly what I
planned on making myself, but without any time to do so.”
· “What a wonderful way
to help organize my evaluation and show documentation!!”
· “Great resource for
organization and becoming more informed on the examples!”
· “I absolutely love
this product. It made my portfolio stand out!! It looked so professional.”
· “I couldn't wrap my
mind around how to organize my evidence binder and I really appreciate the work
you put into this file!”
· “My principal loved
how organized I was! Great product!”
So, if you are overwhelmed by the job of collecting artifacts, don’t know where to start, or want to
improve the professional aspect of what you are doing, check it out for ideas.
But overall, whatever system you choose to use, start early and remain
diligent. There are too many demands to throw one together at the last minute.
4. Get real. For
your observations, choose lessons about which you feel confident. Don’t try
some crazy lesson plan that won’t support your teaching style. Don’t throw
something at the kids that they will balk at. Be genuine and teach them so that
there is evidential learning. Just like you do every day. The observer will see
straight through the dog and pony show. You may even get questions from
students like, “Why are you being so nice?” or “You actually want us to talk to
each other?” or “Why are you talking like that?” You want to teach spectacularly
each day so that the students and the observer will not be surprised when the
engagement and learning levels are so high throughout the lesson. It is natural
for you and the students.
5. Get sincere. I fully
believe having an honest and sincere rapport with your students will conquer all.
(Well, almost all.) Administrators want to see you connect with your students
and their needs. Students are more successful when you are so in tune with
them, that the learning is so relevant, that you are able to genuinely meet
their needs and adjust the learning goals midstream. Just walk this line finely
and refer to “Get Informed” because some observers really have to see each
domain in action for you to pass. If you take a cue from a student and
capitalize on a teachable moment, but miss out on some key part of your lesson,
unfortunately, the system may get you. It may be worth it to you and if so,
right on! But, if you are serious about getting on with this evaluation, toe
that line. Students come first. Unless in that particular moment, you think it
would mean losing your job. (Gosh, even writing it hypothetically sounds so
wrong.) You can’t help students if you don’t have a job.
Parting
words to all the teachers out there. You’ve got this! There is a reason you are
a teacher. Make a difference in lives and don’t get bogged down by the
evaluation system. Don’t get upset if someone tries to comfort you by saying “It’s
okay to live in proficient and vacation in distinguished.” Instead, ignore it. A system does not dictate where you live or where you vacation. Your
heart and your students’ hearts know where you live.
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