At Pompton Lakes High School in New Jersey, Principal Scott Wisniewski has implemented a refreshing initiative since his arrival.
He regularly shares snapshots of daily school life on Instagram, accompanied by motivational messages that engage students.
Recently, he expanded this practice to highlight the achievements of teachers as well.
Enhancing Teacher Recognition
During his casual visits to math classes, Wisniewski captures and shares positive teaching moments, creating a nurturing atmosphere that honors educators’ contributions.
This effort is part of a broader objective: to alleviate the stress often linked to formal and informal classroom observations by publicly recognizing the dedication of his staff.
Over the course of the academic year, Wisniewski and his team carry out more than 300 brief classroom walkthroughs.
This ensures that all 90 teachers receive multiple visits, allowing for a well-rounded view of their teaching styles, unlike the traditional method of depending on a single formal evaluation each year.
Such frequent interactions also help build a connection between the principal and the classroom dynamic, countering any perceptions of disregard for teachers’ daily realities.
Impact of Frequent Interactions
Although classroom observations play a crucial role in evaluating student engagement and pinpointing areas for instructional improvement, many educators perceive them as invasive or counterproductive.
Problems often emerge when administrators do not dedicate sufficient time to classrooms, overly rely on rigid checklists, or fail to interact with students during the process.
Eric Fox, assistant principal at Jenks High School in Oklahoma, stresses the necessity for administrators to be both visible and approachable to teachers.
For Fox, this means stepping away from administrative duties and engaging with staff and students in more relaxed settings, such as during lunch breaks.
To bolster communication and relationships, Fox focuses on building connections outside of formal evaluations.
These informal discussions frequently provide opportunities to address minor logistical issues that can significantly improve the teaching environment.
Wisniewski believes that a steady presence in classrooms helps cultivate familiarity, which in turn eases tension surrounding observations.
He observes that when students encounter administrators regularly, they remain less distracted during evaluation times.
Collaborative Approaches to Observation
The design of Wisniewski’s observations goes beyond mere formal evaluations; it allows for flexibility and an in-depth understanding of teaching strategies.
For instance, if repeated observations reveal a consistent reliance on PowerPoint presentations, it might indicate a need for increased interactivity in the classroom.
This insight can lead to follow-up conversations or recommendations for professional development.
Meanwhile, at Muscatine High School in Iowa, a collaborative spirit enhances the observation process.
Here, teachers, instructional coaches, and department heads engage in informal classroom visits, working together to identify techniques that drive student involvement.
The focus shifts from evaluating individual educators to collecting collective data, promoting reflections at the departmental level, which contributes to a richer understanding of progress.
Creating a robust feedback culture begins even before a school hires new teachers.
Susan Moore Johnson, a professor at Harvard, advocates for a hiring process that introduces candidates to expectations regarding observations and feedback, including demonstrations of their teaching skills.
Aligning new teachers with the existing school culture can help mitigate the feelings of isolation that often accompany starting a new job.
Involving current educators in the hiring process fosters a sense of community, providing newcomers with essential support as they adapt to their new roles.
Fox embodies this by including teachers in hiring committees for their respective departments, establishing immediate networks of support for new staff.
This collaborative approach strengthens a positive school culture, which Fox believes is crucial for cultivating effective teaching practices and an inclusive educational environment.
Source: Edweek