How teachers prepare for observations and evaluations
Overview: Read the framework your school evaluates with before you plan anything. It tells you exactly what the observer is looking for.
Then pick a lesson that follows your normal structure, meet your administrator beforehand to share the plan, and treat the debrief as a chance to listen rather than defend.
Like any unknown, observations can be stressful. Let's break down what an observation is, what administrators are looking for, and how new teachers can reframe the experience as a way to grow and showcase their teaching.
The Standard Format
In most schools, you will be formally observed at least once a year by your principal, department head, or an instructional coach. You may also receive informal "pop-in" visits that are shorter and less structured. The purpose of all of this, at least in theory, is to support your growth, not to catch you doing something wrong. Understanding the process takes a lot of the fear out of it.
Most formal observations are tied to a framework. Charlotte Danielson's Framework for Teaching is the most widely used in the United States, though your school may use something different. It helps enormously to know your evaluation framework before you are observed.
Step 1: Review the Framework
Review the framework carefully with your mentor. Understand the language it uses, and think about how your teaching maps onto it. Observers are generally looking for the following things:
- Clear learning objectives
- Evidence that students are engaged and thinking
- Signs the teacher is responsive to students
- An orderly classroom
You do not need a perfect lesson. You need a purposeful one. Figure out which areas you already do well and which areas need improvement. Adapt your teaching to improve in those areas.
Step 2: Decide on a Lesson
If you get a choice, decide on an upcoming lesson that you want an administrator to see. Many teachers choose a lesson that follows their normal class structure so students will be following the established routines of the class. I advise new teachers to choose a lesson where they teach something and then students apply what they've learned in a structured way. As you think about your lesson plan, be sure to include the adaptations you identified in Step 1.
Step 3: Meet with your Administrator
In some schools, teachers meet with the administrator who will observe them before the observation. This is an opportunity to learn more about the process from your administrator, share the lesson plan, and discuss your learning objectives. Come prepared to preview your lesson, how it fits into your broader course goals, and feel free to ask questions about the process.
Step 4: Preparing for the Observation
A number of things can help you prepare for the observation itself.
- Preview: Consider telling students in that class that another adult will be visiting class, especially if class visitors are uncommon. Tell them that the visitor is here to see you (the teacher) teach, not to critique the students.
- Teaching: Of course make sure you are completely prepared for the lesson, assigning any necessary homework, preparing all materials, and having a clear plan for what you're going to teach.
- Rehearse: Some teachers like to rehearse for their first observation with a mentor, colleague, or friend. This can help you make sure you know your lesson plan, how you're going to say things, and the timing of the lesson.
- Your Room: Also make sure your classroom is tidy, that all tech works, and that there is a place for the administrator to sit, most likely in the back of the room.
Step 5: The Observation
The day of the observation is your time to shine. Dress professionally, arrive early to class, and make sure everything is in order for the lesson. Be a good version of your normal self - if you change too much, students will ask why you're acting differently. Depending on the culture of your class, you may introduce the administrator to students and remind them that the visitor is here to see how awesome you, the teacher, are in action. Teach your lesson, and be aware that students may have questions or comments. Listen and respond to them authentically. Remember, part of the observation is seeing that you are responsive to students (#3) while keeping your learning objectives in mind. Do your best to pace the lesson well so that you accomplish what you set out to accomplish.
Step 6: The Debrief
After an observation, many schools have a debrief session where you talk with the administrator about the observation. Many new teachers find this harder than the observation itself, but it doesn't have to be! Use this as an opportunity to grow and reflect on your craft. Most administrators want you to succeed so you're having a good impact on students. Go in with your own reflections ready, including what you thought went well and what you would do differently. Observers respond positively to teachers who are self-aware and growth-oriented. If you receive critical feedback, resist the urge to defend yourself in the moment. Listen, ask clarifying questions, and process it afterward. Not all feedback will be fair or useful, but some of it will be exactly what you needed to hear.
A note on Pop Ins
The process above describes a formal observation. Many schools also have pop ins, which is when an administrator comes into your classroom briefly, unannounced. They want to see you teach as you normally do, without all of the specific prep that goes into a formal observation. The goal, of course, is for you to always be prepared with quality lessons. When an administrator arrives for a pop in, the right course of action is almost always to continue with your lesson plan. It's almost never time to change what you're doing to try to be impressive. Continue with the plan. It doesn't have to be a fancy, shiny, transformative lesson. Show your normal teaching that centers on clear learning objectives, engaged and thoughtful students, and your positive interactions with them.