How Often Do Elementary Teachers Get Observed?

Observations can be nerve-wracking for teachers, as they’re usually seen as a test of competency and skill. But how often does an elementary teacher have to be observed in order to meet quality education standards?

Elementary teachers typically get observed at least three times every year, with each evaluation usually lasting an average of ten minutes and all three observations not exceeding three hours per year. Observations are an integral part of teacher evaluation, where teachers receive helpful feedback.

Further in this article, we will discuss why teachers need to be observed often, how they can prepare for observations, and how observations should be properly conducted.

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Why Teachers Need To Be Observed Often

If it’s your first time undergoing a class observation, it can be a downright scary experience starting from the moment a fellow teacher or a superior tells you about the observation schedule up to the time he or she sits in your class.

In spite of the unpleasantness attached to them, why do teachers have to undergo observations so often? Here’s why.

Observations Align Teachers to Standards

Observations—despite how many teachers feel about them—are a necessary part of helping align teachers to educational standards set by the school, the district, or the state. Observations especially benefit new teachers because they are the ones who are still getting the hang of the teaching process.

Still, even seasoned teachers benefit a great deal from being observed; this is because standards, metrics, and even cultures change. Teachers need to be able to continually adapt to those changes in order to be effective at what they do.

The danger in being a seasoned elementary teacher who receives very little to no guidance is that you can develop certain techniques or practices that may no longer align with what the school needs. These habits and techniques become very hard to change as time goes on.

Observations Give Teachers Helpful Feedback

One of the ways that teachers are given the opportunity to improve is by giving them feedback about how they conduct their classes. School administrators are not able to provide accurate feedback unless they have data on teacher practices in an actual classroom setting.

The feedback that teachers receive depends on the metrics established per school, but they typically cover lesson delivery, attitude, student participation and behavior, and techniques used.

Sometimes, feedback from observation also includes remarks from observers, which may be subjective but insightful nonetheless.

Getting negative feedback or remarks after observations can be tough for teachers to handle. Still, taken with a good attitude, they can help teachers a great deal in improving weaknesses in their teaching methods.

Observations Gauge Best Teaching Practices

Observations are also a way by which school administrations can gather the best teaching practices from among their teachers. Successful teachers are great at adjusting their methods and techniques based on who their students are, how they respond, and how they are performing in terms of outputs and grades.

This input from teachers is important in allowing school administrators to establish what works and what doesn’t so that other teachers who are struggling can learn from them and apply them in their classes.

Isn’t it wonderful when whatever it is that’s working for you can actually be used to help your fellow teachers who are struggling in certain areas?

Observing Teachers Corrects Unproductive or Outdated Techniques

On the flipside, observations are also a tool by which administrators and even peers can help teachers correct unproductive practices, outdated techniques, or methods that just don’t fit. Without actual class observations, there’s minimal opportunity for administrators to figure out when poor student performance can actually be traced to practices that don’t work.

Correcting outdated methods also helps teachers spend their effort and energy on teaching practices that will yield actual results. They can passionately teach their hearts out yet get frustrated because students continue to do poorly. In these cases, nothing is worse than not knowing what you’re doing wrong.

Regular Observations Provide Accurate Data

When teachers get observed several times a year as compared to a single event once a year (or less), the information that’s collected tends to be more accurate and, consequently, more helpful for both administrators and teachers.

Observation Allows Teachers To Adapt to Students and Environment

Teachers who get observed and receive feedback often also have a better chance of adapting to their students and the environment or culture within their schools. They are more equipped to adjust their methods according to changes in norms and cultures.

The observation process prepares teachers to receive and interpret student behavior in a way that allows them to understand where teaching practices are not doing what they should or why classes are not translating to better student performance.

Sometimes it takes the perspective of a third person in order to determine what’s lacking or where things don’t fit.

Observations Make Teachers More Comfortable With Constant Feedback

Class observations done frequently and regularly also create a culture where teachers and administrators are constantly growing, making them increasingly able to receive feedback gracefully and incorporate it into their teaching methods and policies. In turn, they are more open to dialogue with one another.

This is especially true when observations and evaluations are done with the clear purpose of helping all teachers become the best at what they do.

How Teachers Can Prepare for an Observation

So, if class observations are necessary for teachers who want to sharpen their skills, how can they prepare for these observations despite feelings of nervousness (and even insecurity)? Below are some ways to do that.

Approach the Observation as You Would a Normal Class

Class observations should be a gauge of how you normally teach. Therefore, it’s best to welcome observations by teaching the same way that you do on any ordinary day. It’s normal to want to perform or do more than what you regularly would, but that won’t give you feedback that’s true to your ordinary, everyday lessons.

Your observer will discuss plans regarding the observation (such as schedule, duration, etc.) with you, so take note of those. But aside from that, you should not pay your observer much mind during the class itself. For you, it’s business as usual.

Be Open to Feedback

Feedback isn’t always pleasant. No matter how well you think you teach or how closely you follow the school’s metrics and standards, there will always be areas where you can improve.

Try to approach the inevitable feedback forms or discussions with an open mind and be ready to receive what your evaluator says. This will help you not only when it comes to teaching but also character. Even teachers need that.

Expect Helpful Advice

Aside from feedback, you should also expect to be given pointers or advice on how you can improve on the areas of weakness that were pointed out to you. If there are none given, you can be proactive by asking your evaluator about practical steps by which you can do so.

If you want to learn more about how to prepare for a classroom observation, check out this YouTube video:

How To Properly Conduct an Observation

Now, when it comes to evaluators and observers, there is a way to conduct class observations that will benefit teachers and students as much as possible. In fact, if observations are not doing that, then there should be no point in continuing to do so.

Here are some tips on what observers can do.

Involve the Teacher in Planning the Observation

Observations and evaluations are not tests for the teachers, per se. Instead, they are about activities by which administrators and teachers can learn from one another in order to be better at what they do. There should be an openness in the way that observations are done, and teachers should be involved in both the planning and execution of class observations.

Teachers should be briefed regarding how, when, and where the observation will take place, what the metrics are, and what the desired course of action and purpose are for the observations.

Focus on Objective Metrics

Schools use a specific manual and metrics for classroom observations. Make sure to stick to those and refrain from giving remarks that digress from the point of the observation, are unhelpful, or are purely subjective and based on personal preferences.

This will allow your observation time and feedback to be less about your own likes and dislikes but more about how the teacher can be aligned with the school’s standards.

Provide Helpful Feedback

It’s important for evaluators to provide helpful feedback to teachers so that they are able to understand how they did, based on indicators established in the manual. Also, feedback should be given not as a gauge of competency (meaning that missing a few marks makes them bad teachers) but more as a gauge of alignment with school standards and best practices.

Keep Observation Time Short

Lastly, do your best not to get in the way of the class. Your mere presence in the classroom changes the class dynamics as a whole, as both the teacher and the students are aware that you’re there watching.

So, keep your visit to a minimum (based on the school’s observation and evaluation manual), and don’t prolong your stay unnecessarily. A ten-minute observation period is often enough to see where the teacher stands.

Conclusion

If you have a classroom observation coming up and are feeling nervous, that’s perfectly normal. But don’t let those fears keep you from being your usual, excellent self when the observer comes in. Remember: you’re being observed for your own good.