I’ve had this overwhelming feeling lately that educators are being incredibly hypocritical about teacher evaluations (for a look at what I’m considering a teacher evaluation, view a sample rubric here). With our students, we strive to provide (as Hattie coined) “dollops of feedback” as a means to help students realize where they are in relation to learning targets. This feedback helps students determine what areas they’ve mastered, while helping them focus on topics that need to improve. Why don’t we do this with teacher evaluation?
Historically, education has set the stage for a dog and pony show, much like the one Stephanie Wrobleski describes in her blog here. In her post, Wrobleski points out that during the course of a school year she’ll be teaching for 3,600 hours, while being judged on two of them; one in the fall and one in the spring. She goes on to say that she’s vying for the part of “Highly Effective Teacher” in the production that will be her evaluation. Stephanie’s blog entry epitomizes our culture of evaluation; once in the fall, once in the spring, 45 minutes, aaaaaaand we’re done!