In the fall, the principal had purchased a textbook for all the teachers indicating that we should read it because it contains specific research-based practices. Little did we know that our observation was based on this textbook…that I hadn’t read. I found this out the week before my scheduled observation. Needless to say, I was very upset feeling like I was being evaluated on something I had been taught yet. I requested a demonstration lesson so I could see the practices in action, but was told to watch the videos online. What videos?!? I expressed my concerns to the principal and he requested I make an appointment with him so he could review the tool with me. It’s February now and that appointment still hasn’t happened, nor has the observation. Talking to my fellow colleagues, many of them had to redo their observations since the first one didn’t go well. It would seem that this is an indicator that teachers lack understanding of expected outcomes.
Had I been the manager in this situation…
I’m all about using research-based practices in the classroom. Overall, the concept is a good one had it been managed differently. My experience has taught me that teachers like to know expectations and how to achieve them. I would have given teachers the text book to read over the summer with the expectation that it be completed for a fall training/launch meeting. At the launch meeting, teachers would be trained on the best practices from the textbook they read over the summer. After the training, teachers would know how to access the videos so they can view the best practices in action. Throughout the year, I would keep the new initiative visible by reviewing practices in monthly faculty meetings. I would also try to promote buy-in by allowing teachers share what’s working and what’s not working in these meetings. These opportunities would allow teachers the opportunity to practice and implement these strategies into their classroom prior to the big observation in January. Currently, I feel like I’m cramming for a big test and it will all be forgotten once it is over. Lack of effective communication was the culprit in this case. Because it wasn’t clearly communicated early on that the textbook would be the premise of our observation, it came to me as a sudden change to my understanding of the original scope.
Reference:
Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge. Copyright by Taylor & Francis Group, LLC. Reprinted by permission of Taylor & Francis Group, LLC via the Copyright Clearance Center.
