There is no denying the stress that comes with new teacher evaluations.  Even if you are growing accustomed to your administrator or other colleagues dropping in for quick visits, having a scheduled, formal observation induces some anxiety–and not just for new teachers.  I have seen 20-year master teachers tell me they felt very stressed when it was their year to go through the evaluation process.

One Major Flaw With Evaluations

As an evaluator of teachers, I’ll be the first to admit that the evaluation process is far from perfect.  

The biggest flaw, in my opinion, is that new teacher evaluations serve two purposes at once.  In most schools, the evaluation is a formative tool to assist with growth while also being a summative assessment that may partly determine whether or not a new teacher is retained.  

As a result, teachers focus too much on “Was my evaluation good enough to be rehired?” when they should be wondering “What can I learn and improve from the evaluation process?”

The purpose of this article is to provide an administrator’s perspective on new teacher evaluations.  Let’s approach the topic this way:

1. 1. I’ll share four “typical” new teacher issues that I see a lot in classrooms.  For these relatively minor issues, I generally want to encourage growth and improvement during the year.   
2. I’ll discuss three major issues that raise a “red flag”.  I don’t see these issues as much, but when I do, I know they’ll be more difficult to fix.  The three “red flags” are more of a concern for administrators.

Four Minor New Teacher Evaluation “Issues To Work On”

1. Slow openings, clunky transitions, or the need to repeat directions

New teacher classrooms often lack the smoothness of veteran a teacher’s room.  This is completely understandable.  Does it take your students a few minutes at the beginning of class to settle, even when you have an opening activity? Don’t worry, that’s fairly normal.  Other examples of typical new teacher issues are slow transitions from one activity to another and needing to repeat directions or content.  

What do I want to see from you on this issue? Mostly, I am looking for awareness. I want to see that you recognize the issue and that you’re modifying your policies and procedures in an attempt to improve.  You won’t reach perfection by the end of the year (or ever) but your ability to recognize what isn’t going well is important to evaluators.

2. It takes multiple attempts to get students to quiet down and get on task

If the teacher is using systems or procedures to gain control of the class, I’ll see if they are working better in their other classes.  No teacher wants to be evaluated on their toughest class. But you may need to approach that rowdy class in a different way.

3. Not enough teacher-initiated student talk time

Both new and veteran teachers struggle with this.  Yes, some lessons require more teacher talk time than others.  But you should know that many administrators are specifically watching to see what the students are doing while in your class.  

Be mindful of how long your lectures are and how much time you spend on directions. Think about your class discussions.  Do they end up with you asking and answering your own questions?  Remember that your evaluator wants to see the students in action.  If you are the one “on stage” that means that the students are probably passively watching the show. 

4. Poor lesson timing

Pacing and timing are elements that take time to master.  Knowing how long an activity will take students–even with a detailed lesson plan–takes years of practice.  It’s extremely common to observe lessons that spill over into the next day or end before the bell.  

This is all normal; you will adjust and your evaluator should understand.  I recommend always having more planned so that if a lesson does run short, you can begin something else, but I’ve never known an evaluator to be concerned by a new teacher who struggles with the timing or pacing of activities. 

Three Major New Teacher Evaluation “Red Flags” 

1. Lack of rapport with students

What is the tone of your class?  

“Friendly but not friends” is how one administrator described the tone he wants to see from teachers.  A classroom “feel” that is comfortable for the students while also being academic is something that requires time to build and cultivate.  Most evaluators are willing to give new teachers time to get that balance right.

But…a lack of rapport with students is a more serious issue.

Red flags are raised if you have little to no rapport with students. What does that look or sound like?  Any teacher comments that feel disrespectful or derogatory to the students.  An overall feeling of tension and discomfort for everyone in the room.  These are serious issues an administrator will need to consider—particularly if it becomes a pattern.

2. Low engagement by the teacher in the evaluation process

We know that teachers have a ton on their plates.  With new teachers it is even more so: the development of curriculum, creating systems, keeping up with grading, and so on.  We know that the evaluation process is one additional thing to add to that already packed schedule.  

However, if it comes across as though the new teacher is disengaged in the process, is creating superficial goals, and only viewing the process as something to get through, that can be an issue.  It brings into question whether the teacher will be a good team player in their department, whether they will engage with colleagues on projects, and whether they will play an active role in the school’s community.  

3. A lack of awareness

Perhaps the biggest red flag is a lack of awareness on the part of the new teacher in the classroom.  It is impossible to notice everything that every student is doing, but there needs to be a general awareness of what is going on and what needs to be addressed.   

During a post-observation conference, I’m looking for the teacher to acknowledge classroom concerns and share strategies they’ve used or plan to try out.  This demonstrates that they are reflective in their practice and that they want to get better.  On the other hand, if the teacher does not think there is a problem or is unwilling to admit what was evidenced in the observation, that is a red flag to me.  

Final Tips

Teacher evaluation is, at its best, a tool for growth and development.  While the stress cannot be completely eliminated, you’ll get more out of the process if you can thoughtfully engage, reflect on your practice, and be ready to try new strategies.  

Most of all, go easy on yourself right now.  Don’t expect a glowing review — teaching is hard.  As long as you’re willing to learn and grow as a teacher, you should see improvement with more experience and practice.

Amanda Melsby has been a professional educator for 20 years.  She taught English before working as an assistant principal and later as a high school principal.  Amanda holds an Ed.D. in Educational Practice and Leadership and is currently a dean of teaching and learning.