Q: It recently dawned on me that I never got any feedback on my teaching this school year. Granted, my school system doesn’t mandate annual formal reviews, and I’m not up for one, but I’m always seeking to improve. It would be nice if my principal at least made an appearance once in a while — perhaps even gave me some feedback! It’s especially frustrating because a good number of my colleagues couldn’t care less about feedback; some even view it as an imposition. Many of my colleagues made the shift to teaching after working in other fields, and they make no secret that they prioritize content over delivery. Fine, but they’re not mutually exclusive. Why don’t they appreciate that teaching is an art, and kids will learn more if they keep their skills fresh? And why don’t they care about feedback? I really am not seeking validation, but I know that’s what my principal will think if I ask him to come by more often. I don’t want him to think I’m needy when I just want to grow as a teacher. I also wish I could stop caring about this stuff and just do my thing, but growing and learning really matter to me. Where do I go from here?
A: I’d play out your assumption. You’re worried that if you ask your principal to observe you teach, he’ll conclude that you want validation. So what? That’s a normal human need and there’s no shame in it. It’s OK if you want feedback and validation. It’s equally possible your principal will be flattered that you care about his input. Or that he’ll be relieved you were straightforward instead of griping to colleagues behind his back. Maybe he misses the classroom and would welcome the chance to interact with your students. Who knows what he’ll think? My point is that you’re mind-reading and can’t know in advance. If your underlying frustration relates to your need for feedback, the easiest solution is to ask for it.
As for your colleagues, they’re just a distraction. My guess is that your mind goes there when you’re stewing about your situation, and I suspect you’ll forget about them as soon as your own needs are met. Does it really matter why they don’t want feedback or why they care more about content than presentation? I could make a guess, but I’d just be mind-reading, too, and their attitude has no bearing on your life. Besides, I’m sure you could identify other educators in your building who feel as passionate about the art of teaching as you do. Ask to visit their classrooms and invite them into yours. You’d probably learn as much from them as you would from your principal. Plus, exchanging ideas is less loaded when there isn’t a power differential. You also could identify teachers at other schools in your area who teach the same grade level or subject and would be interested in comparing notes.
There are lots of ways to keep your skills fresh, and most have nothing to do with an administrator popping into your classroom to assess your skills. Is there a budget for professional development? Perhaps you’d like to attend a conference, such as Learning & the Brain, ASCD, or ISTE. You likely would enjoy being surrounded by other educators who share your desire to learn and grow. Or perhaps you could bring in an expert to present at a staff meeting. You could even deliver a presentation yourself — teaching is one of the best ways to learn! As you think about the bigger picture, however, try to summon the courage to ask for what you need— I bet your principal would be more than willing to schedule a visit to your classroom.
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ABOUT THE AUTHOR
Phyllis L. Fagell
Phyllis L. Fagell is the school counselor at Landon School in Washington, D.C., a therapist at the Chrysalis Group in Bethesda, Md., and the author of the Career Confidential blog. She is also the author of Middle School Matters and Middle School Superpowers, available at https://amzn.to/3Pw0pcu.
