1. Teacher Evaluation: Preparing for Classroom Observation
Melissa Ruben, Charles Holmes, Adriane Dorrington

2. What We Know
Good teaching requires that both new and experienced teachers possess:
Thorough content knowledge
Knowledge of content pedagogy
Demonstrated teaching skills
Ability To engage students
NEA - Teacher Quality

3. Comprehensive Approach
Reinventing Educator Evaluation
Comprehensive Approach
Student Growth & Learning
Growth and Contributions
Instructional Practice
Self-assessment
Portfolios
Observations
Artifacts
Leadership roles
Prof. Develop
Family Engage
Growth Plans
Achievement Data Performances
Portfolios
Projects
Strengthening teacher evaluation by
providing a more complete picture of a teacher’s contribution to student learning;
contributing to greater confidence in the results of a teacher’s evaluation; and
providing more information about collaboration for student success.
Contributing to teachers’ professional growth by
creating opportunities for teachers to learn from their colleagues; and
providing teachers with greater insight into how their instruction is affecting student learning.
Setting the stage for improved teaching and learning by
offering more complete evidence about student learning growth, particularly in non-tested areas;
providing more complete evidence of learning growth for English language learners and students with disabilities; and
contributing to a more comprehensive view of students’ strengths and weaknesses.
TEACHING & LEARNING CONDITIONS
A Dorrington Teacher Quality 2014

4. TO IMPROVE TEACHING AND LEARNING
The ultimate goal of all teacher evaluation should be…
TO IMPROVE TEACHING AND LEARNING
Introduction and discuss why we focus on teacher evaluation
A Dorrington Teacher Quality 2014

5. Pre-Observation Conference
Know your evaluation criteria
What is the goal for your students and yourself?
What do you expect students to be doing in class to reach stated goals?
What will you do to achieve these goals? What teaching methods will you use?
How have students been prepared to achieve the goal(s)?
Is there anything in particular that you want the observer to focus on during the observation?
NEA - Teacher Quality

6. Characteristics Observed
Knowledge of subject matter
Organization and clarity
Instructor-Student interaction
Presentation, Engagement, and Enthusiasm
Student Behaviour
NEA - Teacher Quality

7. Post-Observation Conference
In general, how did you feel about the lesson?
Did your students accomplish your planned goals? Evidence...
What worked well? What didn’t work well? Evidence… What would you now do differently?
What were your teaching strengths? Did you notice anything you improved on or any personal goals you met?
What were your teaching problems- areas that still need improvement?
Do you have any suggestions or strategies for improvement?
NEA - Teacher Quality

8. Preparing for your Formal Observation: Member Rights
Before the Observation….
Review your state law AND contract; board policy; district handbook …regarding both the evaluation and observation process
Keep track of the number of Announced and Unannounced observations

9. Preparing for your Formal Observation: Member Rights
Before the Observation….
Research to find out the observation criteria/rubric what do they want to see when they observe (don’t guess or assume)..this also helps to hold the Administrator accountable as well
Have a form ready to give the Administrator that outlines your lesson for the day…This allows you to navigate your ship and they are just along for the ride

10. Preparing for your Formal Observation: Member Rights
During the Observation….
You OBSERVE them...
*Were they on the phone or texting ?
*Were they conversing with a student and missing portions of your lesson ?
Take note of the time/occurrences and later create your own journal of the observation experience
No “Drive-Bys” ( min. unannounced “observations”)

11. Preparing for your Formal Observation: Member Rights
After the Observation….
Post-Observation meeting should occur during planning time ...not after school (unless compensated/comp time) and not during duty free lunch
Signature just means that you have seen the form.. not that you agree (in fact write the above underneath your signature)
….(signing avoids allegations of insubordination—
which could lead to immediate suspension or termination)

12. Preparing for your Formal Observation: Member Rights
After the Observation….
Grieve or Admin meeting involving Association Rep over the process not content of the observation
You can attach your version/explanation of the observation to the observation report for your personnel file so that anyone who sees it, also sees your explanations as well
If placed on an improvement plan, do everything the Administrator is recommending with documented proof (via a notebook; ledger; documents etc.) ....also model and show the Administrator proof along the way
If placed on an improvement plan, place some accountability on the Administrator (have them demonstrate; provide mentor time during the day; pay for classes/books that they require; etc.)
UniServ Directors can be creative with the difference between process vs. content… for example....”John didn’t have lesson plans available for the week” ...since it was written in the post-observation form, one might think this is “content.” However, if the written/policy requirement for a classroom observation is to only have the lesson plan available for that observation class period, then the above is a “process” violation.

13. My Story and Lessons Learned
Melissa Ruben
First Grade Teacher
5th Year Teaching
Montgomery County, Maryland

14. My Story
For this slide, I will actually just tell my story of the observation I had during my second year teaching. I didn’t think I needed bullets to go along with the story…let me know if you think I do.

15. Lesson #1: Take ownership
Go into the observation with “look-for’s” for the administrator – things you want feedback on.
Write up your own reflection/feedback for your post-observation meeting.
Ask to observe other teachers that do a good job modeling the skill you are working on.

16. Lesson #2: Always teach as if someone is observing you
Whether it’s parents, paraeducators, special educators, or any other staff member in your classroom, always be ready for some kind of “observation.”
Opening up your classroom to parents will get you ready/prepared to have administrators in your classroom observing you.

17. Lesson #3: You can never be too prepared
Spend extra time setting up your classroom.
Make sure your classroom/materials are organized.
Think of everything that could go wrong in your lesson (i.e., internet), and make a back-up plan(s!)
Don’t let this lesson be the first time teaching a new skill.
Explain to your students what is happening.
Use a lesson shell if one is not provided.
Find some here:
Or here:

18. Lesson #4: Be flexible
Keep in mind that an administrator might need to reschedule or leave a lesson early.
Every administrator is different – don’t always expect the same kind of feedback.
If the observation is scheduled, offer multiple dates/times you are available.

19. Lesson #5: Breathe!
Observations are meant to support you and help you grow as a teacher. Remember that you do not need to be perfect! Things go wrong in lessons for ALL teachers ALL THE TIME! Be reflective and think about how the experience itself is for you to learn and succeed.

20. Questions