Teachers face the stress of surprise observations

Teachers often feel anxious during classroom observations, whether they are surprise visits or planned evaluations. Marie Ziskin, a former elementary STEM teacher, expressed that “even if you thought the lesson was beautiful… there was just always something negative to say” from administrators. Many educators perceive these observations as compliance checks rather than supportive measures. Susan Moore Johnson, an education professor at Harvard, emphasized the need for principals to foster a collaborative culture, stating that “principals should consider themselves part of the team.” To improve the observation process, Johnson suggests involving a larger team of observers and creating peer observation groups among teachers. This approach can help alleviate the pressure and build trust, making observations feel less like “gotcha” moments. Ultimately, building relationships between principals, teachers, and students is crucial for effective classroom evaluations.