Key takeaways
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Shifting the perspective of teacher observations from one of “surveillance” to one of trust will have a positive impact on teacher growth and development, as well as student academic outcomes.
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The evaluation tool or rubric being used for formal teacher observations should be shared and reviewed with teachers at the start of the school year so that specific expectations are clear.
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The number of teacher evaluations conducted each year will vary for different types of teachers, with new, inexperienced, and struggling teachers having more formal observations than veteran teachers.
For many educators, teacher observations bring about feelings of fear and anxiety. Will the lesson go well? Will the students behave and stay engaged and on-task? Will they be “caught” doing something wrong? Add in the element of surprise in the form of an unannounced observation, and teachers’ nerves tend to skyrocket.
Let’s bring down the fear factor by helping educators shift their perspective on teacher observations. Rather than seeing teacher observations as an opportunity for administrators to “catch” teachers doing something wrong, let’s integrate them into the school culture and use them as opportunities to build trust between teachers and administrators.
Teacher observations are a wonderful opportunity for educators to receive feedback on their craft, grow and develop, and make a real impact on student outcomes, but this can only happen if the evaluator’s true intention is to foster growth in teachers rather than pass judgment or nitpick their instruction and classroom management.
What is Teacher Observation?
A teacher observation is the process by which an observer (typically an administrator or supervisor but sometimes a colleague) uses an approved evaluation tool or rubric to observe a teacher’s instruction, classroom management, student interactions, and classroom environment.
The goal of a teacher observation is to provide the teacher with constructive feedback to enhance their skills and improve student academic outcomes. Teacher observations should support educator growth and development, in addition to evaluating their performance.
The evaluation tool or rubric should be approved by your school or state department of education, and teachers should be familiar with it. Just as teachers provide students with a rubric to guide the planning and execution of a project in the classroom, teachers should be introduced to the evaluation tool at the beginning of the school year and given an opportunity to familiarize themselves with it. Additionally, they should know what the expectations are when it comes to teacher evaluations – how many observations and/or walk-throughs to expect during the year, what the process looks like, etc.
What Are the Different Types of Teacher Observation?
There are many different types of teacher observations that are used for either formative or summative purposes. The goal of a formative teacher observation is to provide the teacher with feedback for growth, while the goal of a summative teacher observation is performance evaluation. Teacher observations can be further categorized as follows:
Formal Teacher Observation
A formal teacher observation is typically conducted by a school administrator or the teacher’s supervisor and is often unannounced. This type of teacher observation is usually done at least once per year and is a summative assessment of a teacher’s overall instruction and job performance, using an approved rubric or evaluation tool that has been provided to, and reviewed with, teachers in advance. A formal teacher observation typically includes a post-conference where the evaluation tool or rubric is reviewed and discussed with the teacher.
Informal Teacher Observation
An informal teacher observation is another type of observation that is usually conducted by a school administrator or the teacher’s supervisor. It differs from a formal teacher observation in that it is often scheduled ahead of time with the teacher. This type of observation is often completed several times per year, depending upon the teacher’s level of experience, and often uses the same evaluation tool as a formal observation. Informal teacher observations may be used for new or inexperienced teachers, as a way of helping them grow and develop over the course of the year. They may also be used for struggling teachers, as part of a broader improvement plan. Unlike other types of teacher observations, an informal teacher observation may include a pre-conference, in addition to a post-conference, since it is often an announced observation.
Walk-Through
A walk-through is a specific type of informal teacher observation where the evaluator is looking at a specific component of the teacher’s instruction. These are often shorter and use a separate, more concise evaluation tool or rubric. A walk-through may be done in response to professional development provided for teachers, as a way of measuring growth toward school improvement goals, or as part of a broader improvement plan for struggling teachers. An example of this is a walk-through that is conducted on one specific aspect of instruction, such as checks for understanding, or classroom management, such as non-verbal redirection of minor behaviors. Walk-throughs are typically discussed ahead of time and expected by teachers, but may be unannounced in terms of the specific time they occur.
Peer Evaluation
A peer evaluation is a type of informal teacher observation conducted by a fellow teacher. These are often used as opportunities for new, inexperienced, or struggling teachers to see veteran teachers in action. This may be part of a mentoring program, giving pairs of teachers multiple opportunities to observe and learn from one another over the course of a school year. Peer evaluations usually include a pre- and/or post-observation discussion between the teachers.
Self-Evaluation
Self-evaluation is a type of observation in which teachers record themselves teaching a lesson to reflect on their own behaviors, interactions, and instructional methods. They may track specific behaviors during the lesson, such as wait time, or analyze their real versus perceived behaviors and interactions. A self-evaluation often includes a pre- and post-observation discussion between the teacher and an administrator or supervisor.
What Is the Teacher Observation Process?
The teacher observation process will look a bit different, depending upon the type of observation. A formal teacher observation requires a lengthier process than an informal teacher observation or walk-through.
Formal, announced teacher observations usually begin with a pre-conference. A pre-conference is a meeting between the teacher and evaluator to discuss the lesson. This is the teacher’s opportunity to provide their evaluator with any necessary context around their lesson or students. This meeting should also be used to align the teacher and evaluator’s expectations. The evaluation tool or rubric should be reviewed to clarify expectations and lessen any anxiety the teacher is feeling.
During a pre-conference, the teacher and evaluator should be prepared to discuss the objectives of the lesson, any baseline student data collected by the teacher, anticipated challenges, and the teacher’s plan for assessing students at the end of the lesson.
The actual formal teacher observation should happen within a couple of days of the pre-conference. During the observation, it is essential that the evaluator stay in the classroom for the entirety of the lesson to ensure they have a clear picture of the teacher’s instruction and do not miss any key components. The evaluator should also plan to engage in the lesson by moving about the classroom, checking in on student work, and asking students questions. It is imperative, however, that the evaluator does NOT undermine the teacher’s authority by addressing classroom management issues or intervening in the instructional delivery of the lesson.
After the lesson is complete, a post-conference should be scheduled with the teacher. This should take place within a day or two of the observation, and the purpose of the post-conference is to discuss the lesson and review the completed evaluation tool or rubric. The post-conference is an important opportunity for the teacher to reflect on their instructional delivery, interactions with students, and any assessment data that was collected. This is also the time for the evaluator to ask for any clarifying information regarding the lesson and provide the teacher with both positive and constructive feedback.
The process for unannounced teacher observations will be exactly the same as it is for announced teacher observations, except the pre-conference will not occur. The process for a walk-through is also similar in that there is no pre-conference, and the post-conference may be shorter and much more informal. Additionally, the evaluator may not stay in the classroom for an entire lesson to complete a walk-through, as this type of observation is more of a glimpse into a particular aspect of instruction or management rather than a full picture of a teacher’s overall instructional and management abilities.
Both peer and self evaluations will likely include a pre- and post-observation discussion. This helps to clarify the objective or focus of the observation and allows colleagues or a teacher and supervisor to discuss, ask questions, and reflect.
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How Do You Give Feedback to a Teacher After Observation?
The trickiest component of a teacher observation is often how to give the teacher feedback after the observation. Many evaluators are uncomfortable giving constructive feedback, so they tend to focus only on positive reinforcement. This can leave teachers unsure of their areas for improvement and how to grow and develop as a teacher. Read on for a few tips to make this process more valuable and less awkward for everyone involved.
Celebrate
Praise the teacher on the parts of the lesson that went well or components of the classroom environment that are conducive to learning. Be specific in letting them know where their strengths lie.
Give specific, actionable, and timely feedback
Any feedback given should help the teacher strengthen one of the following areas: lesson planning, instructional delivery, student achievement, classroom environment, classroom management, or teaching technique. Feedback should be specific, given in a timely manner, and invite action from the teacher. Give examples of changes that can be made or alternative strategies or educational resources that could be used in the future.
Encourage reflection
Ask questions throughout the post-conference that invite the teacher to reflect on their instruction and classroom management. The more they can reflect and uncover their own areas for improvement, the better. Encourage them to think through how they could have done things differently, to result in a better outcome.
Collect data to support the evaluation tool or rubric
Have data to support the scores you give on the evaluation tool. It’s more difficult for the teacher to be offended or argue about their scores when you have specific data to support your observations and comments.
Avoid judgment
Your job as an evaluator is to help teachers become the best teachers they can possibly become. It is not to pass judgment. Be as objective and matter-of-fact as possible when observing teachers and giving feedback. Use collected data, in the form of specific examples, to support your claims.
Build trust
Building trust is key to changing teachers’ mindsets around teacher observations. While you are still their supervisor, teachers should view you as an ally who has their best interests at heart. Build that trust by being consistent and fair in your evaluations, timely with your feedback, and helpful as they reflect and strategize ways to improve their craft.
Maintain confidentiality
If we want to change teachers’ mindsets around teacher observations and build trust, the very first step is taking confidentiality seriously. No information about a teacher’s observation, whether formal or informal, should be shared with anyone who is not their superior. Refrain from discussing what you observe in one teacher’s classroom with another teacher, regardless of the intent.
Be compassionate
Put yourself in their shoes by remembering how anxiety-inducing a teacher evaluation can be and bearing in mind that each teacher has their own challenges and stressors they are dealing with outside of the classroom. Be understanding that life happens and some days we don’t bring our best selves into the classroom.
How Many Observations Should a Teacher Have?
The number of evaluations a teacher should have depends on their level of experience. All teachers, including veterans, should have at least one formal teacher evaluation every year, using the school or district’s approved evaluation tool or rubric. New teachers, as well as teachers in their first three years of teaching, should have 2-3 formal evaluations plus multiple walk-throughs each school year. Struggling teachers should expect 4 or more formal evaluations that align to their improvement plan, in addition to the multiple walk-throughs done for all teachers.
A good rule for walk-throughs is about once per month, so teachers should expect 6-10 of these each school year. Peer and self evaluations should be encouraged and used on an as-needed basis.
Overall, teacher observations provide teachers with a unique opportunity to receive feedback on many areas of their instruction. By implementing a consistent teacher observation process at regular intervals throughout the school year, providing timely, fair, and specific feedback for teachers, celebrating their strengths, and working together toward improvement, we can begin to eliminate many of the fears associated with teacher observations.
