Guide to Chapter 2: Understanding and Surviving the Evaluation

Engaging in key vocabulary with reflections: 

Teacher speak and student speak

One of the things that administrators will note in observations is the use of language in the lesson, both by the teacher and by the students. They look for mutual respect, positive communication, and interactions that support the academic and language objectives of the lesson. 

Teacher speak may include ways that teachers use language to set up structure and expectations in the classroom. It also can be used to explicitly teach skills or content or to model language or interactions. If you think about how we perhaps use a different language when speaking to our class/students than we do with our peers (or pets!), this would be an example of teacher speak. However, in an observation, administrators do not want to only see the teacher having the opportunity to speak. 

In which parts of the lesson may the use of teacher speak be most effective? What are some alternatives to relying solely on teacher speak that also provide the information students may need? In what ways may teachers employ teacher speak to model language for students?

Student speak may be informal in collaborative groups or formally as called on by the teacher in whole-group lessons. We know that processing new concepts through producing language is an effective way to learn so it is crucial that students have the opportunities to engage in language as they are learning. 

What are some ways to provide students opportunities to speak in class? If you are calling on students during whole-group instruction, how may you ensure that all students get a chance to produce language? What are some ways that you can support students as they are speaking in class?

Parts of the evaluation: 

Pre-observation meeting: Note that some observations are unannounced and some are planned with the teacher. You may have a pre-observation meeting and not know exactly the lesson that they will come to watch. What may be some questions that you have for your administrator in this meeting? What may be some relevant information to share? What should you prepare for this meeting? 

Observation: Notice the parts of the lesson that are important and consider the language that may be used in each section. Feel free to have notes with questions you will ask students to ensure you cover different types of questioning. For a science lesson at your target grade level, what would be three questions that engage learners with different types of questioning? (You can check Bloom’s Taxonomy if it helps.) What may be three different parts of the lesson and how would you plan smooth transitions? 

Post-observation meeting: Even veteran teachers deserve to get actionable feedback that is designed to improve their practice—even though it is sometimes difficult to accept constructive “criticism.” Listen and learn and focus on what you can do to either continue or improve. Note table 2.1. What type of feedback is most useful to you? How does your reflection of feedback that you appreciate translate to the feedback that you give your students? 

• Why is the observation and evaluation process important in teaching? 

• How may feedback improve practice? Can feedback that we don’t agree with improve our practice as well? 

• What are ways to self-advocate when we get an evaluation that is not favorable? 

Activities for engagement: 

Observation triad simulation: One person acts as the teacher, one as the evaluator, and one as an observer for a short sample lesson. The debrief can address ways to phrase questions, connections to objectives and assessments, and ways to keep on track. 

SMART goals/objectives: Take sample lesson plans and transform them into SMART plans with clear objectives, ways to engage students, assessments connected to goals, and differentiation. 

Create a student feedback design—both for self-reflection for students and communication on how they felt the activities and assessments were accessible and engaging. (Suggestions from students may be powerful!)

What are things that you would look for if observing a teacher?