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Ask Dr. Lynch: Take the Stress out of Teacher Evaluations

EducationWorld Q&A columnist Dr. Matthew Lynch is an associate professor of education at Langston University. Dr. Lynch provides expert advice on everything from classroom management to differentiated instruction. Read all of his columns here, and be sure to submit your own question.

Dr. Matthew Lynch

This week, reader Veronica R. asks:

I am a recent college graduate and I am gearing up for my first year of teaching. I was well trained by my professors, but the thing that scares me the most is being evaluated, mainly because so much depends on the personality of the evaluator. Can you shed some light on the teacher evaluation process?

ANSWER:

First of all, thank you for your question and congratulations on landing your first teaching job. For many new teachers, the fear of being evaluated is a clear and present danger—not because they lack confidence, but because of the fear of the unknown. Hopefully, by explaining the process in depth, I can help alleviate some of your anxiety.

Each school system has a process for measuring and evaluating their teachers. In most districts, all teachers are evaluated by an administrator and are given feedback at least once annually. New teachers typically have more than one evaluation, however. This section will give you an overview of what to expect before, during and after an evaluation, as well as how to prepare for each stage of the process.

Prior to an evaluation

Before an evaluation, most administrators will schedule a time with you, and some of those administrators will even let you choose the class that you know will be the most likely to shine the best light on your skills as a teacher. Here is a quick checklist of ways to prepare for the evaluation.

  • Ask for the rubric that will be used. The rubric allows the administrator to score each teacher equally and accurately by looking for specific skills and dispositions during the lesson. Knowing what he or she will be looking for will allow you to cover all of your bases.
  • Consider the audience before choosing a topic. Know the educational interests of the administrator.  Was s/he a math teacher or special-education teacher? Is s/he a proponent of technology? Think about what you know about your administrator personally and professionally and consider his/her interests when selecting a subject, a topic and time of day.
  • Choose an easy topic.  You do not want to choose a topic that you know is difficult for some students to grasp. For example, introduction to long division may not be the best topic, because you know that it is a multi-step process that is difficult for some students to master. 
  • Prepare a detailed lesson plan. The lesson plan for an evaluation is not an “everyday” lesson plan. It is the extended version that includes details, commentary and all of the bells and whistles that go along with it. Be sure to include the objectives, materials needed, an introduction, developmental activities, a closing, accommodations, an assessment, etc.
  • Prepare your class. Talk to your students about what to expect. Let them know who is coming and explain why. Let them know that they will be rewarded for their good behavior. It might not be a bad idea to do a practice run and pretend that you are being evaluated prior to the scheduled evaluation. This may all seem like window dressing, but it will help to put your mind at ease.
  • Prepare your classroom.  De-clutter, decorate and clean everything. Be sure to have your desk cleared in case the administrator wants to sit there to evaluate.
  • Be flexible.  Administrators are always busy. In addition, unexpected meetings come up, students misbehave and must be attended to at inopportune times, and some type of paperwork is always being thrown at them. If s/he must reschedule, simply put aside your prepared lesson until another day.

During an evaluation

If you are thoroughly prepared for your evaluation as described above, the evaluation itself should be a breeze. 

  • Remember that the administrator has probably already figured out that you are an effective teacher.  Administrators want you to do well. They want the students to do well. They are not out to get you or hurt your career. 
  • Relax! Again, your evaluator is not looking for an excuse to fire you. Just do the best you can.
  • Write your objectives on the board.  This is self-explanatory.
  • Have fun!  Having fun yourself will engage the administrator and the students alike.
  • Discipline as you always would.  If a student misbehaves, be careful not to overreact. You will not get a lower score because your students are children and occasionally misbehave. 

After an evaluation

Be prepared for feedback and constructive criticism. Administrators do not intend to tear you down and are not out to get you. 

  • Thank them for their feedback and honesty.
  • Never argue!  It will only lessen the administrator's opinion of you.
  • Sincerely apply their suggestions to your teaching style.

If you follow my advice, the teacher evaluation process will be painless. Remember, evaluations are meant to gauge your effectiveness. Even if you score poorly during your first year, the administrator will use your evaluation to help you create an improvement plan.

Good luck to you, and remember—relax!
 

About Dr. Lynch

Dr. Matthew Lynch is a Chair and Associate Professor of Education at Langston University and a blogger for the Huffington Post. Dr. Lynch also is the author of the newly released book It’s Time for a Change: School Reform for the Next Decade and A Guide to Effective School Leadership Theories. Please visit his Web site for more information.

If you have a question for “Ask Dr. Lynch,” submit it here. Topics can be anything education-related, from classroom management to differentiated instruction.


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