Now that the first weeks of school are in the books, principals will begin scheduling classroom observations. On a full-cycle evaluation year, I am observed three times throughout the school year. This includes two scheduled observations and one that is not scheduled in advance.
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Despite this being my 26th year, observations still make me a little nervous. I try to spend time in advance reflecting on the current learning taking place in my classroom, considering data from recent assignments and assessments, and determining the growth I expect my students to make in the coming months. As I begin to prepare for my next classroom observation, here are a few tips I can share as a veteran teacher…
Tip #1: Complete Your Pre-Observation Paperwork Early!
Much of what makes a great teacher observation happens before the evaluating administrator walks into your classroom. Make sure that you have:
- completed your pre-observation paperwork,
- scheduled any pre-observation meetings you might be required to have,
- and planned your lesson based on the instructional curriculum you are currently navigating with your students.
By clearly outlining the instruction and learning expected to take place, your administrator knows what to look for during your observation. This works in your favor, as it keeps their assessment focused on your goals for the period.
Tip #2: Set Observation Goals That Link to Standards.
When you plan lessons for your classroom observation, consider where your students are in their current learning. While I have a variety of reading, writing, and language standards that I am working on with my students, I know that they won't all be observed during my 50-minute block.
While my students' testing data shows vocabulary is a strength, I am not seeing that same effectiveness in their writing.
My plan is to focus my lesson on vocabulary, which aligns with our state language standards, so my administrator can see how my vocabulary instruction directly connects to and positively impacts my students' capabilities as lifelong readers and writers. I will utilize my ELA word wall for part of this lesson.
Tip #3: A Good Observation Lesson Plan Highlights Time Managment Skills.
While I have the good fortune of having a block schedule, my principal is observing 50 minutes. Although she knows I teach vocab/grammar, reading, and writing during my 94-minute block, she will only observe the first half. In completing my pre-observation paperwork, I planned exactly how I will spend my time.
50-Minute Observation Lesson Example:
9:40-9:50 Students quick-share about weekends using 5-word summaries (way to connect with students)
9:50-9:55 Discuss discussion board posts (word use and making sure to use 7th grade vocabulary in our responses) and purpose and pronoun quiz from Friday (using pronouns in our writing minimizes repetition and redundancy)
9:55-10:05 Quick connotation and denotation review using vocabulary from my word wall. This will gauge what students have retained from two weeks ago when these words were introduced.
10:05-10:10 Students will be shown a model of a vocabulary map. They can be creative, but the vocabulary map must include the following components: word, definition, part of speech, connotation (positive/neutral/negative), and three words with similar denotation.
10:10-10:27 Generate clear, concise, and correct vocabulary maps with your partner. Students will present and display vocabulary maps during the second part of our ELA block.
My principal wants to know I have an effective plan for my vocabulary lesson and that I am using my instructional time wisely.
Tip #4: Connect Your Lesson to Your School's Professional Learning.
As you plan your lesson, consider the work happening during staff meetings and within your grade level. Demonstrate your understanding of professional development concepts and show that you are working to implement them in your classroom.
My lesson will focus on Tier 3 vocabulary because it is specific to the informational text we are currently reading. I want my principal to know that I am applying the learning I am doing as a professional to the work happening with my students.
When planning out your lesson, consider the building work that is most relevant to your instruction.
Tip #5: Show Evidence That Students Learned
What evidence from your lesson will showcase student learning?
My lesson concludes with students teaching their Tier 3 vocabulary terms, and my ELA word Wall played an important role by giving the class a reference point to create a vocabulary map during class.
Learning will be evident right away through these mini-student presentations. In addition, students will complete an exit ticket linked in my Schoology agenda. This two-question exit ticket will allow me to see whether my students can identify the different aspects of the vocabulary words we focused on. I will then be able to share my successes or lack of success with my principal in my post-observation conference.
Over the years, I have learned that a great observation score is not about putting on a show. It is about showing the planning, structure, and student learning that already happens in your room every day.
Everything might not go exactly as planned, which is the critical component of post-observation conference time. Reflect, determine the next instructional steps, and away you go!
