{"id":10262,"date":"2022-05-03T05:00:58","date_gmt":"2022-05-03T10:00:58","guid":{"rendered":"https:\/\/aoeudev.wpengine.com\/podcasts\/from-the-archives-taking-the-fear-out-of-teacher-evaluations\/"},"modified":"2023-03-25T09:43:28","modified_gmt":"2023-03-25T14:43:28","slug":"from-the-archives-taking-the-fear-out-of-teacher-evaluations","status":"publish","type":"aoeu_podcast","link":"https:\/\/theartofeducation.edu\/podcasts\/from-the-archives-taking-the-fear-out-of-teacher-evaluations\/","title":{"rendered":"From the Archives: Taking the Fear Out of Teacher Evaluations"},"content":{"rendered":"<p>Following last week&#8217;s huge episode on evaluations, Tim dips into the archives to replay a conversation about how evaluations and observations can help you improve as a teacher and develop your program. Listen to his conversation with Amanda Heyn about how you can put your mind at ease when it comes time for an evaluation, where your focus should be when you are being observed, and how reflection and growth mindset play such an important role in your development as an art teacher. <strong><a href=\"#transcript\">Full Episode Transcript Below.<\/a><\/strong><\/p>\n<h3>Resources and Links<\/h3>\n<ul>\n<li>The\u00a0<a class=\"js-wrap-title\" href=\"https:\/\/theartofeducation.edu\/2017\/12\/20\/crafting-effective-tab-elevator-speech\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"line\">elevator speech article<\/span><\/a>\u00a0that Amanda mentioned<\/li>\n<li><a class=\"js-wrap-title\" href=\"https:\/\/theartofeducation.edu\/2015\/10\/07\/making-teacher-evaluations-work-for-you\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"line\">Making evaluations work for you<\/span><\/a><\/li>\n<li><a class=\"js-wrap-title\" href=\"https:\/\/theartofeducation.edu\/2013\/04\/08\/preparing-for-an-observation\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"line\">Preparing for an observation<\/span><\/a><\/li>\n<li><a class=\"js-wrap-title\" href=\"https:\/\/theartofeducation.edu\/packs\/preparing-successful-evaluations-observations\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"line\">Amanda\u2019s PRO Learning Pack on evaluations<\/span><\/a><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-425033\" src=\"https:\/\/theartofeducation.edu\/wp-content\/uploads\/2022\/05\/Ep316.png\" alt=\"\" width=\"1600\" height=\"900\" \/><\/p>\n<a class=\"anchor\" id=\"transcript\"><\/a>\n<h3>Transcript<\/h3>\n<p><strong>Tim:<\/strong> We had some incredible feedback on our last episode on teacher evaluations, and I received a lot of requests for more information and more discussion on the topic. And I remembered an awesome conversation that I had with Amanda Heyn about that exact topic a few years back. And we\u2019re digging deep into the archives&#8211;the episode you\u2019ll hear today is from early in 2018.<\/p>\n<p>But almost everything we talk about is still relevant today! I share the same story about my principal not bothering to observe or evaluate me, and Amanda talks about her PRO Pack about teacher evaluations. So those of you looking for even more information, that\u2019s a great place to go. Find her PRO Pack called Preparing for Evaluations and Observations.<\/p>\n<p>So please enjoy this episode from the archives, which&#8211;fun fact&#8211;just happens to be Amanda\u2019s very first appearance on the podcast. Here\u2019s \u201cTaking the Fear Out of Teacher Evaluations\u201d.<\/p>\n<p>&#8212;&#8212;&#8212;<\/p>\n<p>Welcome to <em>Art Ed Radio,<\/em> the podcast for art teachers. This show is produced by the art of education and I\u2019m your host, Tim Bogatz.<\/p>\n<p>I\u2019ve come a long way in my thinking about teacher evaluations over the course of my career. When I first started teaching I had a principal who was not the best to put it bluntly. He never set foot in my classroom the entire year and little did I know that I was supposed to be formerly observed four times that year. With about a week left in the school year he called me down to his office and asked me to sign four blank forms that he would ostensibly fill in later to do my observation. For whatever reason, being a new teacher, and not wanting to rock the boat, I trusted him. I went for it. I signed them and ended up thinking to myself, \u201cWow, this observation thing is really simple.\u201d<\/p>\n<p>The same thing happened the next year, but he did make his way into my classroom a couple times for informal evaluations, baby steps, I guess. My third year at the high school we got a new principal and that worked out really well for me because he changed my thinking on evaluations. The new principal came in to ask me about my program and he asked to see what I was doing in the classroom. He asked how he could support me and it just blew my mind. I\u2019m like, \u201cWho knew that principals could be like that?\u201d It really helped me come to the realization that your teacher evaluations are more of an opportunity than anything else. They\u2019re not something that you need to be scared of, they are not something that is an inconvenience. They are something that can really help you as a teacher, and really help your art program as well.<\/p>\n<p>I wanted to talk about those ideas and explore those ideas about your mindset when you go into evaluations, and how you can use them for your own benefit, and for your art program\u2019s benefit. I wanted to dive in there at length on this podcast. I think, I have the perfect guest to do just that. It\u2019s Amanda Heyn who is the senior editor here at The Art of Ed. Now, I wanted to have Amanda on the because she just recorded a PRO learning pack that is all about teacher evaluations. It\u2019s actually going to be released on Thursday, so if you\u2019re a PRO member make sure you check it out. It\u2019s got a lot of great videos and some awesome downloads that can really help you shine when it comes time for you to be observed. You\u2019ll definitely appreciate everything that\u2019s in that learning pack.<\/p>\n<p>Before she comes on, just one quick back story. I have wanted Amanda to come on this podcast forever. We work together really closely, she is amazing. When Andrew and I first started the podcast I kept telling Amanda all the time how she needs to come on, she needs to be a guest, and she always declined. She kept saying, \u201cNo, no, no,\u201d and I just dropped it for a good year and a half. Now, I think maybe because I surprised her with the invitation she was finally interested in talking to me and she is finally going to be a guest, so I hope you enjoy the interview.<\/p>\n<p>I am here with Amanda Heyn. Amanda, how are you?<\/p>\n<p><strong>Amanda:<\/strong> I\u2019m doing well. I\u2019m just getting ready to put together the publishing schedule for March and just really excited about it.<\/p>\n<p><strong>Tim:<\/strong> Nice. Love it. Now, you and I talk literally like 10 times every week, sometimes a bunch more than that. Just because of how our jobs at The Art of Ed overlap, but in all this time that we\u2019ve worked together you\u2019ve never been on the podcast. Is that your fault or is that my fault?<\/p>\n<p><strong>Amanda:<\/strong> Let\u2019s think about who\u2019s in charge of booking podcast guests, so I think that would probably be you. That\u2019s said, I am simply excited to finally be here.<\/p>\n<p><strong>Tim:<\/strong> Good. I am excited to talk to you. Now, you just mentioned the publishing schedule and I want to let people have a behind-the-scenes look. Can you talk just a little bit about your senior editor role at AOE? What you do, and I guess when people come to the website what do they see that comes from your work?<\/p>\n<p><strong>Amanda:<\/strong> Yeah, sure. I guess, I would say my main role as Editor is managing our team of amazing writers, so 99% of the work you see is theirs. Also, occasional guest writers from our wider team. As a side note, I\u2019d like to point out that I hired you, so that was obviously a great choice, a good decision there. I\u2019m in charge of scouting new talent for the magazine as well. Day-to-day my job looks like any editor, editing the writing for clarity, formatting photos, working with our proofreader, things like that, but I think what\u2019s unique to the position at AOE is that I was an art teacher and a bigger picture I really try and think about what our readers would want to read. I spend a lot of time online, and talking to art teacher friends about the biggest issues in art ed that they either want to help with, or want to learn more about, and just trying to do our best to lead the team to respond to that. Of course, bringing their innovative ideas to the magazine as well.<\/p>\n<p><strong>Tim:<\/strong> That\u2019s really cool. I appreciate you being humble about all this, but I think you have a bigger role than you let on.<\/p>\n<p>For everybody who\u2019s listening, Amanda does an awesome job with just the direction of everything that you see on the website, so if you appreciate anything that goes up there then you can give her some credit for that. I want to dive into the real topic of conversations today. I wanted to have you want to talk about evaluations and observations. Let\u2019s start with this, why do you think people are so apprehensive when it comes to being evaluated? Part two of that, what can people do to put their mind at ease and help themselves to relax when it is time for an evaluation?<\/p>\n<p><strong>Amanda:<\/strong> First of all, before I dive into my answer, it\u2019s okay to be nervous. I think some people think, \u201cOh gosh, other teachers don\u2019t feel this way,\u201d or, \u201cVeteran teachers don\u2019t feel this way.\u201d I think it\u2019s a very wrong response to the situation. You have someone who is usually higher up than you. I\u2019d probably say always higher up than you, sometimes it\u2019s for all intents and purposes a stranger coming into your room to watch you teach. I don\u2019t know about you or the listeners out there, but put me in a room with 100 kids and I\u2019m totally fine, and you throw one adult, like someone\u2019s grandma comes through the day and I\u2019m like, \u201cOh my-\u201d<\/p>\n<p><strong>Tim:<\/strong> I know you\u2019re on pins and needles all day. You\u2019re like, \u201cAm I doing this right?\u201d This is the stuff you do every day, but as soon as a peer, or a colleague, or an administrator comes in you\u2019re just panicked. I always hate having people in my room. Anyway, go ahead.<\/p>\n<p><strong>Amanda:<\/strong> Yes. It\u2019s totally true about even a colleague, even someone who might teach the same level as you they don\u2019t know the art room and so there\u2019s this thing like, \u201cDo they get what I\u2019m doing?\u201d You know what you\u2019re doing, but they may not know what you\u2019re doing and it\u2019s very apprehensive. You can feel very apprehensive. I think, the biggest thing is that people feel very judged and, I think, there\u2019s an element of truth to that word. Yes, someone\u2019s watching your teaching and critiquing it, but in order to help yourself relax, I think, one of the biggest things you can do is change the word. Changing the language around something is something that I try to do a lot if I\u2019m in a situation where I feel uncomfortable or whatever because it really changes your perception of the situation.<\/p>\n<p>I may be becoming a little bit of an armchair expert here, but words have power. For example, if you go into a day of guided reading PD and you go in with the mindset that it\u2019s going to be the worst day of your entire life, which it\u2019s probably not going to be great but you\u2019re setting yourself up for failure. Whereas if you go in with the mindset like, \u201cOkay, this is probably going to be pretty irrelevant to me. This happens often, but I can work with it. I\u2019m going to challenge myself to find one take away.\u201d That\u2019s going to set you up for a very different outcome. Instead of thinking of your evaluation as some final judgment day, if you think of it as an opportunity to grow then you\u2019re going to set yourself up for success automatically.<\/p>\n<p>Really, 99% of administrators are not coming in to nail you on every little thing you\u2019ve done. Yeah, I think people are just, they\u2019re just so scared about the outcome, but administrators are not looking for perfection. The whole goal of being observed is to make you a better teacher, and in turn better serve your kids, and so if you can think about that aspect of it, I think, it\u2019s something that really you can learn to embrace. Even if your administrator or your evaluator is not an art teacher chances are they have experience with kids and it can maybe give you an insight that you wouldn\u2019t have had otherwise.<\/p>\n<p>I think part two of that, the second thing is to be as prepared as you can be. You can really only control what you do. You literally cannot control what someone else does or think, but it\u2019s nice to finish an observation and think, \u201cWow, there wasn\u2019t anything else I could\u2019ve done to be prepared. I literally gave it my best shot,\u201d and I think preparation is key. I just filmed an Art Ed PRO learning pack on the topic of teacher evaluation and it\u2019s coming out in March. There\u2019s a ton of information in there, but my number one goal with that PRO pack was to put people at ease about this situation because, I think, if you can get over that hurdle about not being nervous it\u2019s going to go way better for you. Going in with a growth mindset is really going to guarantee better results.<\/p>\n<p><strong>Tim:<\/strong> I like that a lot. One thing that you said about preparation being key, I want to dive into that a little bit more. Let me just ask you, when you are putting together everything for your evaluation everybody thinks that they have to teach the perfect lesson, and do an anticipatory set, and have their learning goals on the board, and just make sure that you\u2019re perfect step by step, by step all the way through. The question here, I guess, is how much time do you put into planning your lesson? How much detail do you put into that plan?<\/p>\n<p><strong>Amanda:<\/strong> You know me, and so you know I can get a little neurotic. If you\u2019re personally asking me that question, I would say a lot, a lot of time. However, I would say everybody is different. So, this is I would say, I would say prepare as much as you need to feel confident about it, if there\u2019s something that you\u2019re feeling wishy washy about this is not really the time to wing it, I would say. In that PRO pack actually there are two awesome downloads that take you step-by-step through a lesson, and there\u2019s an annotated version, and then a blank version. One has all these great tips and then there\u2019s one you can fill out. I would just say it\u2019s more about choosing the right lesson than planning every last detail, so setting yourself up for success from the beginning is really important.<\/p>\n<p>If you are being observed for kindergarten at the end of the day, just don\u2019t do papier-m\u00e2ch\u00e9. That would be suicide. Don\u2019t be afraid to play to your strengths. This is not the time where you have to show off some amazing new thing that you\u2019re trying for the first time. It\u2019s okay to go with what you feel comfortable with because we know kids they\u2019re going to throw you a bunch of curve balls anyway, so you don\u2019t need to throw yourself some as well. It can get a little hard as a new teacher, but the same principle still applies. I would say, go for a subject matter, or a medium, or something that you feel like you\u2019ve got under control.<\/p>\n<p>It doesn\u2019t mean either that you have to write every single thing down, you could. That\u2019s how I work best, but you could just think through it point by point. I would highly recommend having a plan that you feel confident with and at least thinking through it one time. Even doing a dry run after school can be super beneficial just so you know where your materials are going to be, or just even timing yourself. How long is your demo going to take? Of course, kids will throw you curve balls, but a ballpark is nice to have.<\/p>\n<p><strong>Tim:<\/strong> I think that works, but if I can ask you a little bit more about that. Obviously, evaluations are so much more than just planning a good lesson. What do you think teachers need to focus on during their observation? Should it be classroom management? Should it be instructional strategies? How you evaluate your kids? How you assess them? Maybe all of the above. What do you think teachers should try and highlight with their teaching?<\/p>\n<p><strong>Amanda:<\/strong> I think that\u2019s a really hard question to answer because some people think that it\u2019s like how do you be a good teacher? How do you be a perfect teacher, like you said, for one class period? That\u2019s not the goal. I think the first thing that you should do is to look over your framework that your administrator has provided you with whether that\u2019s Danielson, or Marzano, or something else that should help you key into the big things that that framework is looking for, or some specific things even that they may be looking for.<\/p>\n<p>The second thing you can do is just straight up ask. A pre-evaluation meeting should be a part of any formal process and if it isn\u2019t I would definitely recommend asking for one. It doesn\u2019t hurt to get a sense of what\u2019s most important to your evaluator. Those things said, I think for me classroom management is number one. The reason is, is it directly influences everything else you do. If you don\u2019t have control of your classroom you are not going to be able to showcase a cool instructional strategy. You are not going to be able to run a critique if kids are running around your room. I would say, before your evaluation I would definitely revisit your rules, your routines, your procedures, and just see if anything needs a little shoring up before that big day because if you have kids running wild that\u2019s going to reflect poorly on you no matter how cool your lesson is.<\/p>\n<p><strong>Tim:<\/strong> I think that\u2019s a really good point. In that answer, you touched on actually what I wanted to ask you about next, which is the pre-evaluation period. If your administrator is doing an evaluation the way they should, which we know doesn\u2019t always happen, there should be that pre-evaluation meeting, and also a post evaluation follow-up. I guess, my question is what kind of things would you want to talk about or what would you recommend people talk about with their administrator in those meetings? And where do you think they should try and put their administrator\u2019s focus during their lesson, their teaching?<\/p>\n<p><strong>Amanda:<\/strong> That\u2019s a great question. I think a lot of people overlook those meetings because they\u2019re so nervous about the observation itself. These are really important conversations and really important opportunities for you because when else do you have your administrator\u2019s undivided attention? You never get that. Here, you are potentially getting it twice within a really short period of time. I guess, the first thing I would say is these meetings are as much for them as they are for you. Yes, they\u2019re probably going to be sharing some things with you, but they\u2019re also going to be looking to you to share some things with them. Traditionally, the pre-observation meeting is to go over your lesson plan and anything else you want your observer to know about your classroom. This might be where you tell them what a typical day look looks like or feels like in your classroom. It may be where you give a little bit of philosophy into why you do things the way you do.<\/p>\n<p>For example, they may not be used to students talking during work time, like in a math class, or an English class, or something. Or if you are in a choice based space they may never have seen anything in education that resembles the beautiful, sometimes chaotic nature of those spaces. Unfortunately, yes it would be great if they realized all the cool stuff going on in your room, but chances are they don\u2019t. It is your job to let them know what they\u2019ll be seeing and why. Not just, \u201cOh, I let my students talk during work time,\u201d but they\u2019re bouncing ideas off of each other, or we have a really collaborative group, or kids are critiquing each other, or whatever it is. Whatever the why is, I think, it\u2019s really important to let them know before they come because otherwise it\u2019s going to seem like a defense thing if you bring it up in a post-observation meeting.<\/p>\n<p>This is like we front load with our students all the time about new things coming up, or changes, or just background information. I think it\u2019s really important to provide your administrator or your evaluator with a bunch of front loading about your room and how great it is. It\u2019s also a great time to give an elevator speech because it\u2019s short, it\u2019s to the point. We have a super great article on AOE that was published within the last few months about exactly how to do that, so I would suggest checking that out.<\/p>\n<p>Then, also in the pre-evaluation you have equal opportunity to position yourself as a really reflective teacher because you might want to ask for something specific. So if you\u2019re heading into this with a growth mindset yes, they have things that they\u2019re looking for, but you might have something that you\u2019re looking for. Maybe you\u2019re struggling with transitions, or they\u2019re coming to observe a class in which this one kid you can\u2019t hook them, or you can\u2019t get them on task. So, you can ask them to watch for specific things and they will be super impressed if you do that.<\/p>\n<p>In terms of post-observation, the basics are that you\u2019re going to debrief, you\u2019re going to come ready to discuss what happened. Again, I think this is probably the most important meeting or place in the observation to put on your growth mindset hat as hard as that can be because you\u2019re probably going to get some constructive feedback. Really try not to get defensive and really try to take whatever nuggets that they can give you about how you can improve. Most administrators, I really believe, do have your best interests at heart.<\/p>\n<p>It\u2019s a really good idea to jot down a few thoughts right after they leave that day, that moment because you know administrators can get busy and so you may have your evaluation, and then it might be four days later that you have the meeting, and that meeting might get rescheduled. It\u2019s two weeks later and you\u2019re trying to think about the nuances of this great lesson. I would definitely try to take \u2026 I know I\u2019ve been there with back-to-back classes, but if you can find some time that hour after you do it and just jot down a few things that you want to remember for that meeting I think that would be really great.<\/p>\n<p>Then finally, I would say that last meeting can be a really good chance to advocate for your art program because, again, you have their undivided attention. Plug your upcoming art show, ask if you can do an announcement over the loudspeaker, go big and see if there\u2019s any left over budget money for a special project. I think the key in both of those meetings is just to remember you\u2019re talking to another human being. Again, words are power. If you can remove that big scary administrator title and just see it as two people having a chat, I think that will go a long way in making you feel more relaxed.<\/p>\n<p><strong>Tim:<\/strong> I think that\u2019s a lot of really good advice. I think, the biggest thing I can say about that is just look at your pre- and post evaluation meetings as an opportunity because so many people look at it as something scary, like you mentioned, or something extra that they have to do. It is such a good opportunity not only for you to grow as a teacher, but also to help grow your program, to help advocate for your program. I think that\u2019s something that\u2019s really vital.<\/p>\n<p>Just one last question for you here, just any last words of advice for people? Can you share a couple tips to help people find success when it comes time for their observation or their evaluation?<\/p>\n<p><strong>Amanda:<\/strong> I guess, I would say that my biggest piece of advice is to take control and empower yourself by changing the language around evaluations. I\u2019ve been there with a really intimidating administrator and freaking out beforehand, but instead of thinking of it as this harsh judgment of your teaching if you look at it as an experience, as a way to grow, and better your practice for yourself and your students it makes the whole process a lot more enjoyable to go through. Like you said, if you think of it as not something you have to go through, but something you get to go through it really changes your mindset about the whole process.<\/p>\n<p>The second piece of advice I would have is to just really focus on the preparation phase. Again, spend that time upfront educating your evaluator, spend that time upfront preparing your lesson, and those two things are going to go a long way in making it an overall positive experience.<\/p>\n<p><strong>Tim:<\/strong> That is some really good advice and I think that\u2019s a good place to wrap it up. A good set of words for everybody to go home with and take with them. Amanda, thank you so much for joining me. It was great to finally have you on and good to talk to you. Hopefully, we can have you back on some time and not wait two years to do it.<\/p>\n<p><strong>Amanda:<\/strong> I would love that. Thanks, Tim.<\/p>\n<p><strong>Tim:<\/strong> Thanks. We\u2019ll talk to you later.<\/p>\n<p><strong>Amanda:<\/strong> All right. Bye-bye.<\/p>\n<p><strong>Tim:<\/strong> A lot of great advice from Amanda during that interview. I really like what she had to say about a growth mindset and looking at evaluations as an opportunity, and really also the importance of classroom management, and how that plays into everything else that you\u2019re doing with your teaching.<\/p>\n<p>Now, if I can just expand on one of her thoughts. She talked about how you can ask for help with something that you\u2019re struggling with or you can ask for advice on something that maybe isn\u2019t a strength of yours in your teaching. I think, that is incredible advice. I always like to bring up in my pre-evaluation meeting something that I was worried about and I think the benefits of that are twofold. First, it helps someone experienced, your evaluator, your admin, whoever it is coming in, it helps them keep an eye out for ideas that they can offer you and suggestions that may help your teaching. That\u2019s a win-win for everybody involved.<\/p>\n<p>Secondly, if they know that it\u2019s something you\u2019re trying to improve or an area that you want to get better with your evaluator\u2019s probably going to be less likely to downgrade you for that, if they see you struggling with presenting an anticipatory set, or getting your class together, or if you\u2019re struggling with formative assessments during class they\u2019re much more likely to be thinking about how they can help you rather than why they need to lower your score in that area of the evaluation. I know you can\u2019t worry too much about the score and that\u2019s not where your focus should be, but anything that can put your mind at ease is going to help.<\/p>\n<p>Overall, I guess, that\u2019s just a long way of saying that you really do need to embrace the growth mindset when it comes to observations and evaluations. Don\u2019t worry about the score, don\u2019t worry about having somebody in your classroom that\u2019s usually not there. Just worry about what you do best as a teacher and what you still need to improve. If you can show your evaluator that not only are you doing great things already, but you\u2019re still trying to get better they can\u2019t ask for anything more.<\/p>\n<p>Art Ed Radio is produced by The Art of Education with audio engineering from Michael Crocker. One last thing before you go, I talked in the intro and Amanda talked in the interview of Art Ed PRO, if you are a member make sure you go check out her learning pack, it comes out Thursday on observations and evaluations. Or, if you can\u2019t wait until Thursday, she\u2019s got one that was already been released about Developing a Growth Mindset in the Art Room. If you are not a pro member you can start your 30 day free trial and see what it\u2019s all about at theartofed.com\/pro. Thank you for listening and we will be back next week.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Following last week&#8217;s huge episode on evaluations, Tim dips into the archives to replay a conversation about how evaluations and observations can help you improve as a teacher and develop your program. Listen to his conversation with Amanda Heyn about how you can put your mind at ease when it comes time for an evaluation, [&hellip;]<\/p>\n","protected":false},"author":103,"featured_media":10263,"template":"","categories":[3468,3465],"tags":[],"class_list":["post-10262","aoeu_podcast","type-aoeu_podcast","status-publish","has-post-thumbnail","hentry","category-professional-practice","category-professionalism","aoeu_podcast_show-art-ed-radio"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v23.9 (Yoast SEO v23.9) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>From the Archives: Taking the Fear Out of Teacher Evaluations - The Art of Education University<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/theartofeducation.edu\/podcasts\/from-the-archives-taking-the-fear-out-of-teacher-evaluations\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"From the Archives: Taking the Fear Out of Teacher Evaluations\" \/>\n<meta property=\"og:description\" content=\"Following last week&#8217;s huge episode on evaluations, Tim dips into the archives to replay a conversation about how evaluations and observations can help you improve as a teacher and develop your program. 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