The panic and hysteria that swept over the teaching profession last year was nothing short of epic. Teachers across the country were extremely stressed over the new teacher accountability system. Reflection, quality feedback, guidance and accountability are extremely important. For many teachers this has been seriously lacking from administrators. In fact, if one good thing has come from this new accountability initiative, it is the fact that administrators are now required to observe their teachers. This has not always been the case. Speak to any retired teacher, or one who has been in the business for at least ten years, and I have no doubt that he or she will mention that there were many years when they were no formal observations. This means no quality feedback or guidance. And now in some cases around the country, this new evaluation tool, which could be used to help teachers improve, is being implemented in such a way that has struck fear into the daily lives of educators. Let’s face the truth… there are some phenomenal administrators running our schools and then there are ones that are out of touch. Worse yet, there are those administrators who are  “my way or the highway” type people who use the new rubrics as a “hammer” to show their authority instead of a “chisel” to help the teacher improve.  This new accountability initiative should be viewed as an opportunity for growth and as an opportunity for administrators to empower their faculty.

Most teachers chose the field of education because they wanted to succeed at their profession and make a difference in the lives of children. Now, some veteran teachers are faced with the possibility of being scored unfairly on the new rating scales after they have had years of positively impacting children. Granted, there will be instances of teachers everywhere who deserve to be rated ineffectively and these are probably teachers who should not have been given tenure. However, for the most part, a majority of teachers are giving their best effort and the best of themselves on a daily basis to help students learn. These teachers deserve to be treated fairly and with respect. There are stories from across the country of teachers who have been rated with an “outstanding” during the course of their career and are now considered “developing.” This is confusing and demoralizing for a teacher who has been at the “top of their game.” Granted, an honest and accurate assessment of the teacher should be given. But, that means sharing the good with the bad and the strengths of the lesson along with the weaknesses. The evaluation should not be a wrath of criticism based on the new evaluation rubrics. This is extremely damaging to the teacher’s psyche and confidence. Teachers want to feel like they are making a difference and when a student invites them to a celebration or sends a note of gratitude; there is nothing more gratifying in the whole world. For a teacher, this is better than winning any World Series and scoring a “developing” or even an “effective” on an evaluation can be devastating to a hard-working teacher’s morale.

How does this really help the field of education, the school climate or the teacher improve? How do you tell a major league baseball player to radically change his batting stance after ten or fifteen years in the profession? Isn’t it better to give some minor suggestions and then focus on on the strengths and the interests of the teacher to encourage them? Why does this new accountability system mean that administrators have to go into classrooms with the objective to intimidate or completely change the teacher? Why not go in with the objective to empower?

Where is the research that states these new evaluation tools are completely accurate and reflect a student’s critical thinking or growth? How do you effectively measure the impact a teacher has on a child? Have you ever been in a classroom where the students are clearly so happy to be there? They look enthusiastic and eager to answer questions and participate! There are teachers who create these classroom environments, yet could potentially score poorly with the new evaluation rubrics. These teachers might not have the ideal lesson according to the new rubrics, but, more importantly, they have passion for the topic, passion for the students and clarity of purpose, which is engaging and exhilarating to students. Administrators need to reassure these teachers regularly so that they don’t live in a constant state of worry. Creating a positive environment for teachers where they feel safe to take risks will do more for teacher improvement then any evaluation filled with criticism. With careful, compassionate and considerate feedback, an administrator can use a chisel to help a teacher enhance their skill as opposed to dropping the hammer on them.

In simplistic terms, the best way to move teachers forward is for the administrator to think and act like a coach. There may be coaches out there who yell and scream and throw chairs, but are those really the best coaches? Or are the best coaches those who inspire greatness and help their players reach their potential through helping the athlete believe in him or herself. That does not mean telling someone that they are doing great when they are not, but praising the effort and the hard work and emphasizing the individual’s potential. In this new age of accountability, administrators need to find each teacher’s strength to help them achieve in the same way that a teacher helps their students. Good coaches, teachers or administrators don’t use embarrassment or humiliation as a tool to get their point across. They are flexible, keep a good perspective and understand that each teacher is an individual and needs individualized feedback and professional development to improve.

In the end, all educators share the same goals. Teachers want to inspire a love of learning in children and make a positive impact.  If administrators really want to help teachers accomplish this objective then they need to use the same philosophy that teachers use with students. Administrators need to focus on a teacher’s strengths, and coach them towards their own highest potential. As administrators, we can’t let people who have given their lives to this profession live in a state of panic. All administrators need to make a commitment to create a safe environment for their staff where there is mutual collaboration, respect and empowerment. This is the change that we really need in our schools to make a difference in the field of education!