What Do Principals Look For As They Observe And

Evaluate?
Some principals are fixtures in classrooms; they get into every teacher's classroom at least a couple
times a month -- even if only for a quick walk-through observation and follow-up. Other principals
never seem to find time to get into classrooms until the deadline for completing evaluations looms.

Whether a principal is a fixture or a rarity in the classroom, his or her skill at observing teachers is
the linchpin to effective evaluations. To get an idea of what principals look for as they evaluate
teachers, we asked Education World's "Principal Files" team to share their thoughts.

Click here to view a list of the "principal contributors" to this article on teacher evaluation.

THE KODAK MOMENT: A SNAPSHOT OF LEARNING

"When I observe the non-tenured teachers in my school, I use a standard classroom observation
approach that I call 'The Kodak Moment,'" principal Jim Thompson told Education World. "My
observation takes a 'snapshot' of learning in a classroom."
Notice that Thompson said a snapshot of learning, not a snapshot of
teaching. "Instead of observing a teacher teaching a lesson, I start out Excellent
with the idea that I'm observing learning in Mrs. Smith's class. That is Evaluations
where I try to keep my emphasis. The more I focus on learning --
This article is
evidence of student learning in classrooms and evidence of teacher presented in six parts.
learning through the development of a collegial learning community -- Click the headlines
the stronger my school will be." below to link to other
parts of the article.
"You can't prove anything was taught, until you have proof of
Excellent Evaluations
learning," added Thompson, borrowing a quote from Rick DuFour . (Main Article Page)
DuFour's work in the area of transforming schools into professional
learning communities focuses on three essential questions: It's Not a Dog-and-
Pony Show: Tips for
 What do we want students to learn? Teachers

 How do we know students are learning? Principal Observations

Take Many "Forms"
 What do we do when we find out students are not learning?
Evaluation Advice
"Those questions are not a bad place to start off when evaluating from Principals in the
teachers," said Thompson, who is principal at Wolcott Street School in Trenches
LeRoy, New York. "When I observe a teacher I am looking to glean
evidence in response to those questions, especially the last one." Appendice: Sample
Evaluation Forms
One area of teacher evaluations that Thompson feels is discussed too
More Articles of
infrequently is the quality of work in which teachers engage students.
Interest
"That is a key area to give teachers feedback on," said Thompson, Walk-Throughs Are
citing the work of Phil Schlechty in Working on the Work. On the Move!
Principals use walk-
If focusing on student learning is the key to evaluating non-tenured through observations
to engage teachers in
teachers, what does Thompson think the focus of evaluating tenured
conversations about
teachers should be? "With experienced teachers, the key is to actively student learning.
engage teachers as learners," said Thompson. "Most teacher
contracts provide a menu of 'best practices' that tenured teachers can Community Evaluates
choose to focus on for their professional development and evaluation. Superintendent Online
Nashville's
They can be evaluated based on project learning, cooperative
superintendent Dr.
learning strategies, specific curriculum work, peer observation The Pedro Garcia opened
key is that the more we engage teachers as learners, the better their himself up to being
classroom practices will become. The better their practices become, evaluated online by the
the higher degrees of learning we see."
community.
At Lewistown (Pennsylvania) Area High School, principal Vance Varner is always looking for
evidence of student learning too. "Has the teacher created a classroom environment that is
conducive to learning? Is the classroom climate student centered? Are students engaged in the
learning process? Those are some of the questions I'm considering as I observe and evaluate
teachers."

"I'm looking to see that the light is going off and students are learning while they are being
academically pushed," added Varner.

LOOKING FOR EVIDENCE OF SOLID LESSON PLANNING

Closely tied to student learning are the lesson plans that teachers use to actively engage students.
Their lessons should include brief explanations or mini-lessons and then segue into an activity in
which students interact with one another, learning materials, or technology, with the teacher acting
as facilitator, said principal Addie Gaines.

"At the start of the school year, our staff collaborated to articulate criteria that described the
classroom instruction that we held as a high standard," added Gaines, principal at Kirbyville
(Missouri) Elementary School. "We can all measure ourselves and our lessons against those criteria
and look for evidence of those teaching standards to be present. Rather than picking at what is
wrong, evaluating our performance with those criteria in mind creates a climate where teachers want
to improve things for kids."

Principal Ron Tibbets recognizes the complexity of lesson planning. "The teaching act is so
interwoven with different threads that it is impossible to identify one strand that holds the entire
tapestry together," said Tibbets, principal at the Henry Barnard Laboratory School of Rhode Island
College in Providence. The following are among the aspects of a lesson that Tibbetts thinks are
most important:

 Is there a logic to the lesson and material being taught? Is the material connected to previous
lessons? Does this lesson have an introduction, a middle that includes guided work and
independent work, and an end that includes student assessment and a conclusion?

 Are students meaningfully engaged in the lesson -- time on task -- and, when students are not
engaged, how much time elapses before the teacher brings them back on task?

 Are students equitably "called-on" by the teacher? That includes gender representation and
minority representation. When a teacher questions students, are the questions a mixture of
divergent and convergent questions? Do students have an opportunity to share their thoughts
and ideas?
"A good teacher makes it very clear to students why the lesson is being taught," said principal Karen
Mink of O.C. Allen School in Aurora, Illinois. "I look for the components of a lesson that demonstrate
that the teacher knows why she is teaching it."

Principal Duane Kline agreed. "Too often I'm left with the perception that the kids don't really know
what they are supposed to be learning," he said, "so I ask all teachers to post on the board the
essential questions for each lesson. Those questions help students define what they are to be
learning. Questions engage students much more than simply posting a lesson objective."

A LESSON'S NUTS AND BOLTS

Principal Michelle Gayle examines every lesson she observes to be certain it addresses standards
and benchmarks. Her observation instrument includes a place where she records that information as
well as evidence of low, mid-level, and higher-order questioning and learning.

"We are a Florida Reading Initiative (FRI) School," said Gayle, "so I look for aspects of our FRI plan
in every classroom -- things such as active word walls and students who are using text marking and
other strategies that enable them to learn as they read."

In addition, Gayle, who is principal at Griffin Middle School in Tallahassee, looks for evidence of
research-based instructional strategies; infusion of technology within the lesson; the use of
manipulatives and other resource materials; classroom displays; and "target boards" that display
examples of high-quality work so students know what it looks like.

Principal Marguerite McNeely of Lawrence Middle School in DeVille,

Louisiana, focuses on the sequence of a lesson. "I want to see that
the lesson supports yesterday's lesson, illustrates today's objectives,
and opens the door for tomorrow's learning."

"I'm not sure it is the most important thing, but when I observe a teacher lesson I look for good use of
time," said principal Brian Hazeltine of Airdrie (Alberta) Koinonia Christian School in Canada.
"Master teachers make use of every minute. When the bell rings, things start happening. Because
the teacher is so organized and efficient, students are always busy and engaged and classroom
management largely takes care of itself."

Gwendolyn McClinton, principal at Florence B. Price Elementary School in Chicago, also focuses
her observations on student engagement. "You'll see the students' enthusiasm for learning if the
lesson is an interactive one. The teacher is energized too -- a moving target. A good teacher never
sits down."
When principal Brenda Hedden observes a lesson at the Park City (Utah) Learning Center she's
looking to see if instruction is appropriate for students. "I want to see if the teacher is pitching where
the student can hit," Hedden explained.

Before observing a teacher, principal Tim Messick always asks to review the lesson he will observe.
"I want to see that the teacher has written clear objectives about what will be taught," said Messick,
principal at Providence Day School in Charlotte, North Carolina. "In addition, I want to see that
teachers have looked for ways to make their lessons practical and relevant to students. I want to see
that they are engaging students through hands-on activities. And, finally, I want to see that the
lesson plan includes a place for post-lesson reflection -- a place where teachers will answer
questions such as Did I meet my objectives?, What were some highlights from my lesson?, What
would I do differently next time?, and What have I learned about my teaching as a result of my
assessment of the lesson?"

THE STUDENT-TEACHER CONNECTION

For principal Teri Stokes at Weatherly Heights Elementary School in Huntsville, Alabama, the most
important thing she looks for when observing a teacher is the overall climate of the room. "That
includes the seriousness of the learning environment, the physical appearance of the classroom,
and the consideration and respect that are 'felt' when I walk into the room."

Brenda Hedden agreed. "I can learn a lot about teachers' abilities by watching student interactions
with them."

"I look for respect from the teacher toward the students," said Karen Mink. "I look for the teacher to
have a genuine interest in what the students have to offer."

Principal Gretchen Schlie looks for a teacher's 'connectedness' with students. "Are they getting
students involved and interacting? Is the teacher interacting on a personal level, or is she or he more
standoffish?"

"Children don't learn or listen if they sense you are not invested in what you are teaching," added
Schlie, principal at the International Christian School in Seoul, Korea. "If you don't deem a lesson
important, why should they?"

Bonita Henderson, assistant principal at Central Fairmount School in Cincinnati, looks first for signs
of rapport between the teacher and the student. "The trust factor must be evident," she said. "I don't
want the teacher to give me what they think I want to see. I want to see the natural interaction
between a teacher and students. I want to see a classroom where the teacher and all the students
are learning from one another."

"If there is a good rapport between a teacher and students, learning will happen," added Karen Mink.

MORE "LOOK-FORS"

Principal Michael Miller always holds a pre-conference with teachers before doing an observation at
Saturn Elementary School in Cocoa, Florida. They discuss the lesson that Miller will observe. Each
year, Miller also includes a special "look-for" in his observation. This year's special emphasis relates
to the LCD projectors that were installed in all classrooms. "I've asked all teachers to incorporate our
new LCD projectors into their lessons," said Miller. "That way, I get to ensure teachers are using our
new technology to aid in their teaching."

At Edenrose Public School in Mississauga, Ontario (Canada),

principal Deepi Kang-Weiscz focuses her observations on the
affective domain. "Since the affective domain sets the tone for teaching and learning, I first look for
evidence of a positive classroom environment; strong teacher rapport with students -- allstudents,
including the challenging ones; student engagement; the appropriate cognitive level of the lesson;
and evidence of differentiation of instruction."

When he is doing an observation, principal Larry Davis of Doctors Inlet Elementary School in
Middleburg, Florida, makes a special point to look around the classroom. He looks to see that
teachers have posted the classroom rules, discipline plan, and emergency routes. He looks to be
sure there are plenty of signs of a literature-rich environment and clear evidences of the school-wide
emphasis on reading instruction. He looks for word walls and student portfolios too. He also looks for
evidence of a good classroom management plan, but he admits that most of his visits are
announced and that "the teachers will usually bribe the students to behave when Mr. D comes to
watch the class."

"I look around the classroom environment for signs of a teacher's creativity," said Gwendolyn
McClinton. "Is the classroom inviting? Are learning centers set up around the classroom? Is the
classroom set up so that students can work in small groups? Is there dialogue going on between
students as they help each other? Does the teacher seem to have control of the classroom? Is there
a fair amount of student work posted?"

Bonita Henderson looks closely at student work that is displayed too. "I want to see that because, to
me, it shows that the teacher values students' work."
Every classroom teacher knows that lessons -- even great lessons -- don't always go according to
plan. When Phil Shaman observes the teachers at Canada's Neepawa (Manitoba) Area Collegiate
School, one of the things he looks for is a teacher's ability to shift gears when things are not going
according to plan. "If a teacher is struggling with a lesson," Shaman said, "I want to see if he
continues to go with the planned lesson or if he is able to shift gears midway thru and try something
different."

Article by Gary Hopkins

Education World® Editor-in-Chief
Copyright © 2006 Education World

03/25/2005