How to Have A Stress Free Formal Evaluation

Tomorrow is my first formal evaluation of the year.

I am really excited to share what we've been doing in our room this year!

I remember when I first started, I used to be so stressed out about it!  Oh my soul!

I remember one year, my administrator was in my room for an hour and 15 minutes!

I thought I was going to die.  Literally.

At a certain point, I just wanted to say...if there's something else you need to see...come back tomorrow!

These days, I put something together a day or so before and I call it good.

I'm dead serious.

You know why?

Because when you know what you know, you don't need a dog and pony show.

That's right...I said it.  You can claim that too!

So...where does the confidence come from?  I can tell you that it's come after YEARS of working on me.

I don't know when the formal evaluation became more about people 'checking things off' and less about my personal growth as a professional, but...it did.  That is such an unfortunate truth.  I had to get past the idea that I was being observed, and get to thinking about how I wanted to grow, what I wanted to show, and what I wanted to learn.  So...I'm unpacking my secrets!

Ready?

Let's GO! :)

1.) Teach on something that you feel really confident with.

I don't ever teach on things that I feel that I'm NOT good at.  When I don't feel good about something, it shows.  On the day that I'm being observed, I want to be 'movin' and 'groovin'...not worried about every little flaw that might come up.

2.) Do not over plan.

Oh boy. This is so key! :/  When your lessons run too long, admins have to stay longer to see everything.  Don't you want them in and out like 7-11?  Then make sure that lesson is short, sweet, and tight.

3.) Practice your transitions.

What do you use to get your kids from one activity to another?  Do you do attention grabbers, do you use a song? Think about every time your kids move from one thing to another and make sure that is TIGHT.  If you have a reward system in your classroom, front load your expectations, watch them transition, and then reward.  For example, 'Boys and girls, I'd like you to walk over to your cubbies, take out your reading book and come back to your seat.  Let's see which table group can do it quickly AND quietly.'  Your transitions expose your ability to manage your students.  Make sure that you have your eagle eyes on to praise or course correct when you're not in a whole group setting where they are focused on you.

4.) Format your lesson from large groups to individual practice.

Start with a whole group mini lesson where you model, then move into group or partner work, and then to individual practice.  This is sometimes called I Do, We Do, You Do.  It's important for your administrator to see you break that content down with a gradual release model.  If you are particularly brave, you can go from a mini-lesson into centers, but if you have any issues with management, you can still show that students are grouped for practice with turn and talk activities that you monitor closely as you walk around and listen to discussion or watch them work through problems in teams.  Don't forget to have an exit ticket at the end!:) 

5.) Select two standards that help you zero in on your content closely.

Focusing on one overarching goal and one clear objective streamlines my planning in a much more effective way.  In our district, we have to provide a rubric for some part of the lesson. I usually pick one standard from the subject I'm teaching and one from another discipline.  So, if I'm teaching on a reading story that features math content, I'd have one reading standard, and one math.  This shows that you can relate content across disciplines.

6.) Understand your observation document.

You will NOT be able to show everything on your observation tool, but you'll be able to hit MOST of the teaching ones with a solidly based lesson. Our tool is heavily weighted on the pedagogy side...which is about 15 different things.  Make sure that you look over the lesson next to the tool to make sure that you're catching as much of the pedagogy stuff as you can.  The other things...like collaboration...your admin can't see...there's no way to get it all.  Just focus on what can be seen in about 40 minutes.

6.) Lay out your clothes and go to bed early the night before your observation.

A little preparation on the night before helps me to feel more relaxed in the morning.  Sometimes, I will treat myself to a Starbucks coffee and a scone!  Getting to school a few minutes early sometimes helps too.  That way, if I want to lay out a few things to prepare, I am well caffeinated and relaxed!

7.) Prepare a specific spot for the evaluator to best see you in action!

I had years where my administrator would just plop down in any old spot...and then have to move several times during the lesson because they were in a spot I needed. :/ *facepalm*

Have your data binder...your lesson plans...whatever you would normally have ready during a walk through set up at an empty desk near the back.  Don't be afraid to tell them, 'I prepared a seat for you right over there, Mrs. So and So!'  Remember, they want to get a good view of what you're doing!  When the teachers are successful...so are the administrators.  Give them the best view of your awesomeness.

8.) Think positively.

Try not to over cook the pudding.  Don't worry about it.  Be yourself and it will flow the way it needs to.  Don't think you'll mess up...just think, no matter what comes up...you'll deal with it, and it will be fine! :)
Stay positive!

Good luck on your observation! :)
Remember that you've got this! :)
Enjoy the moment and SHINE!!!

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