Imagine the Impact:Productive, Positive, Post-Observation Meetings

My first year teaching in a NYC public school I sat down with what would now be considered a "student advisor" for my post-observation session. He asked me how I felt the lesson went. I told him I thought it went pretty well.

He replied snarkily, "You must think very highly of yourself."

Well actually, yeah, I did. I was 24 and confident as hell, I still am.I knew I had room for improvement, but I also knew my lesson went pretty well.

Was his comment helpful? Not at all.

I recently sat down for my post-observation with my current admin. How refreshing! It's not often that you get to sit down and have a productive, positive, discussion about what is observed in the allotted 45 minutes.

I was taken aback when my admin said, "Ok, let's look at this first standard. What would you give yourself?" 

I am usually very confident about my lessons and how they are perceived. However, after years of being observed, and fighting to get the score I believe I deserved, I guess my level of confidence has been slightly diminished.

After years of feeling like every observation was going to be turned into a "gotcha", which would then turn into me writing rebuttals, and evidence to support said rebuttal, I didn't know how to respond.

I always say I don't care about those numbers. 4 or a 3, who cares? As long as I am not given a 2 or a 1,it doesn't matter.  But when I know I am good, and I deserve a 4, whether I admit it or not, I want my 4.

So when I was asked, I felt I deserved a 4 for the standard. But instead of saying that, I stuttered, flustered, and floundered for words. But she pushed. 

"Tell me what you think you deserve, and tell me why." 

And I did. I told her I deserve a 4 because... And when I was done, she agreed. Not only did she agree, but she pointed out things that happened during my lesson that I didn't even realize I did to meet the criteria for a 4.

And we continued... It was such a positive encounter.

Understand, when I teach, or when I am being observed, those numbers are not in my head at all. I just do what I do. Engage my learners to the best of my ability, in any and every way I can, Make sure they are learning in a safe, warm, environment. 

But when I sit down for a post-observation meeting, I want it to be a discussion about what is happening in my classroom, where I can grow, and of course what positive things are happening. I hate those numbers that are applied to my teaching, but as of right now, it is what it is.

Oh, back to that "student advisor." circa 1984. After he made those comments,I heard nothing he said, so that post observation was useless. I was angry. I went back to my classroom and ranted to my colleague. Then I typed up a letter to my principal about what was said to me, and how I felt about it. I can't remember if we had a meeting, but the end result was that he was told he would never observe me again.

It's been so long since I had a productive post-observation meeting, I forgot what they can look and sound like. If only, they could all be this way. Imagine the impact. 

Operation Feedback! Just Give Me 30 Minutes a Week, and You Too Will Be an Amazing Teacher!

I should have known something was wrong when the faculty meeting started with a video of Bill Gates EEE (Education Expert Extraordinaire) talking about what teachers need.

What does Bill think we need more than anything in the world? Feedback! I don't see anything wrong with feedback, but on a Top 10 list of things teachers need, this is not it.

But, what do I know? Who am I to contradict what Bill Gates has to say regarding any educational issues? So I sat, and stared mindlessly at the video, inwardly becoming more and more agitated as I listened to....

I couldn't imagine what this video had to do with why we were at this after school faculty meeting that had 30 extra minutes tagged onto it.

And then there it was, the A.N.T (Another New Thing)...Operation Feedback!

This is what I have to look forward to when I return to work in 2014:

• An administrator or coach(my peer), will make an announced visit to my room, every week, for the rest of the school year.
• They will watch me,  observe me, take notes, (or videotape me if I allow), for 15 minutes, every week.
• They will read their notes and come up with an "action step" to correct whatever they observed that could be improved on. No, they will help me become a better teacher by pointing out my flaws every week. No, they will praise me, and then tell me what I am doing wrong, every week.
• I will meet with them for about "15ish" minutes, every week, so we can discuss the "action step."
• When they return the next week, they expect that I would have corrected what was discussed the previous week. (But do not despair, this is NOT evaluative!)
• Then the process will begin again, EVERY WEEK! 

I do not mind an administrator coming into my room. I welcome feedback from administrators, peers, students, and parents. Even after 29 years, I am still learning. I can take constructive criticism, key word, constructive. As a matter of fact, I am one of those people who apply constructive criticism immediately. A good idea is a good idea, whomever the source.

I wrote a question on my Exit Ticket; 'What if you don't find anything to write an "action step" for?" The presenter who collected my ticket, read it, and laughed. "Are you saying you're perfect?"

Feedback is important. It helps us to grow in whatever profession we have chosen. But this, this is...I have no words. :(

Is this happening in any other schools? If so, is it beneficial?

photo credit: Caro's Lines via photopin cc