I can empathize with teachers who say that the observation and evaluation process does not seem reciprocal in nature. Most of my follow-up evaluations have either been waived or conducted in five minutes or less in which the principal hits upon the highlights of my observation. Very few teaching lessons have been learned through these interactions. In her article though, Shelly Arneson includes sound practices that can be implemented to alleviate many of the concerns of the evaluation process. Her basic premise is to shift the dialogue from inspection-based conversation to a reflection-based conversation. She gives several examples of how this could work in a real-life evaluation process. She says that the focus of the reflection-based
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His main emphasis deals with planning. He insists that because “teacher leadership remains an unproven concept, it requires thoughtful planning and close tracking” (Goodwin, 2013, p. 79). I agree with his idea that planning is important. Teacher leaders must first plan for resistance to their leadership roles. Many teachers are autonomous and do not like having someone critique their classroom instruction practices. It is important that teacher leaders work hard to build a professional working relationship with their colleagues. In my time as the reading chairman for my campus, I used several different methods to ensure the trust and respect of my colleagues. I soon realized that when I spoke to other teachers, I needed concrete plans or solutions for problems before going to my peers. I found that teachers didn’t want vague ideas or generalities, instead they wanted plans that they could immediately put into practice. However, I had to be careful to balance these plans without taking total control of their teaching practices. Normally, before a meeting I would have the teachers send me concerns from their own classrooms. I was able to use their suggestions (and include others that needed to be covered) in a more helpful manner. By allowing the teachers to offer input, they felt as though I validated their role and was working to make life easier for them. From this they were much more receptive to my
His main emphasis deals with planning. He insists that because “teacher leadership remains an unproven concept, it requires thoughtful planning and close tracking” (Goodwin, 2013, p. 79). I agree with his idea that planning is important. Teacher leaders must first plan for resistance to their leadership roles. Many teachers are autonomous and do not like having someone critique their classroom instruction practices. It is important that teacher leaders work hard to build a professional working relationship with their colleagues. In my time as the reading chairman for my campus, I used several different methods to ensure the trust and respect of my colleagues. I soon realized that when I spoke to other teachers, I needed concrete plans or solutions for problems before going to my peers. I found that teachers didn’t want vague ideas or generalities, instead they wanted plans that they could immediately put into practice. However, I had to be careful to balance these plans without taking total control of their teaching practices. Normally, before a meeting I would have the teachers send me concerns from their own classrooms. I was able to use their suggestions (and include others that needed to be covered) in a more helpful manner. By allowing the teachers to offer input, they felt as though I validated their role and was working to make life easier for them. From this they were much more receptive to my