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I had my post-observation conference with my administrator this afternoon during my planning period. I appreciate the process my assessing administrator follows. Part protocol, part personality, we process each piece of the teacher evaluation pie together, each piece is a conversation before the administrator hits the submit and send button. Those conversations say that I am valued and respected as a professional. I appreciate that. I wish that every teacher had such an opportunity during their evaluations.
Teachers have post observation reflection questions to answer prior to the conference (I pasted mine below if you're interested--it's not paragraphed, beware. The program we submit it to erases all formatting so I didn't bother with it). If we submit what we write too late, or just before the conference, administrators may not have time to read what we submit prior to or after the actual observation. They may skim the writing because time is about to swallow them whole. I appreciate that my administrator reads mine aloud to discuss it and uses it in the administrator forms submitted.
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I too am pursued by that whale. Even so, I'm learning to trust in the process. I am learning to take the time to put effort into the writing (before and after) and make it work, make it useful, so that what I do counts. That means that, yes, I spent two hours yesterday writing a reflection on the lesson when what I felt like I needed to do was input grades into the computer or work with student poets.
Reflecting on a lesson that has been observed is a lot like writing for National Boards. I have to really think about what I did, what I saw students do and how I assess their progress or lack of it. Pictures help me remember as do artifacts (exit slips from students or notes). Picking apart one lesson is tedious. I prefer a longer learner cycle, but I can do it. I did.
As a educator, discussing my practice is not optional. I must be able to analyze, evaluate, justify and synthesize what happens in my classroom. If I can't offer a rationale or reflect on my teaching and learning, I am not living up to what it means to be a professional. Professionals work at something to develop their own expertise. They read. They study. They learn--alone and in community. They seek out opportunities to demonstrate learning or solve challenges.
My administrator may assess me on a checklist or using the latest rubric or model, but my learning and my performance as a teacher is not up to my administrator nor my principal nor my teacher friend. My practice, is up to me.
THANKS so much for your perspective on the evaluation process. MANY of us are going through a new stage of teaching where we are under the microscope in a way we have never been before. You are right that the reflection is SO valuable to us, as teachers, even if the administrators have to look over it quickly due to the many time contraints on them. Thank you for sharing your thoughts and your thinking
ReplyDeleteWow! That is a lot of valuable reflection. I did my National Boards and, even though the reflection pieces were very informative, affirming and directive, I rarely do it because of the time it takes. It's great your administrator commends you for the time and effort you put into your passion. It makes you feel like you want to continue to work 24/7. :)
ReplyDeleteLee Ann,
ReplyDeleteYesterday I sat in a meeting about Ohio's new teacher evaluation system. I just took deep breaths because I truly believe my administrator will work hard to make this process this best it can be for all of us. I know she will want each of us to take something away. Our new system is going to be grueling for administrators. I wonder how they will find the time to be the instructional leaders they are. However, worry doesn't change things.
I'm so glad I stopped by your blog tonight. I am going to save this piece for when I begin the process next year as a reminder of what I want the process to be. I want to learn something from it. I want to take the time to reflect on my practice and in some way grow from the conversation. Your post is a reminder that we have the power to make it work for us.
These lines really made me pause:
Part protocol, part personality, we process each piece of the teacher evaluation pie together, each piece is a conversation before the administrator hits the submit and send button.
I too am pursued by that whale. Even so, I'm learning to trust in the process.
Pictures help me remember as do artifacts (exit slips from students or notes).
As a educator, discussing my practice is not optional. ---- that entire paragraph!
Thank you for sharing your process AND your written reflection. You have so much to think about here.
Cathy
This is wonderful to see, Lee Ann. I am so interested in hearing your reflective thinking. We do not have specific questions like this when we talk with our head of school, only a 'conversation'. I would like to hear someone ask me such questions so that they would actually learn what I know & how I know, plus I believe strongly that your administrator, no matter how good, just learned a great deal from you. It's a marvelous piece of looking at the depth in which a teacher teaches. Thank you for sharing!
ReplyDelete