Are Frequent Classroom Observations Hurting Teacher Performance?

Why Don’t We Consider Teachers the Experts Anymore?

In recent years, a growing concern has emerged regarding how teachers are perceived and evaluated in their professional environments. Are teachers still regarded as experts in their craft? Or has a culture of mistrust crept into the educational system, undermining their autonomy and skill?

This question is personal and reflective of a broader issue within the teaching profession. The increasing number of walkthroughs, checklists, and observations some schools impose raises critical questions about trust and respect for educators.

A Culture of Over-Evaluation

It’s reasonable to evaluate employees periodically to ensure their work aligns with professional standards. However, when evaluations become excessive—through weekly walkthroughs or constant check-ins—it begins to feel intrusive. Imagine someone coming to your home unannounced each week to observe how you manage your household. Over time, this creates an environment of anxiety and mistrust.

Teachers are often subject to this kind of scrutiny, leading many to question whether their administrators trust them. After all, these are the same individuals the district hired, presumably for their qualifications and abilities. Yet, the frequency and nature of observations can erode confidence and foster a culture of fear.

The Realities Teachers Face

Teaching is not a rigid, one-size-fits-all profession. Each day presents unique challenges: de-escalating conflicts, engaging students in creative ways, or even teaching while under the weather. Teachers are often forced to pivot and adapt to these dynamic circumstances—an ability that should be commended, not criticized for not fitting neatly into a checklist.

When evaluations fail to account for these realities, they risk punishing teachers for circumstances outside their control. For example, a teacher may be observed on a day when they are trying something innovative or handling a difficult situation. If the observation is solely focused on rigid benchmarks, the flexibility and creativity required to address such moments are often overlooked.

Hiring and Supporting the Right People

It’s also worth examining the hiring process. Were teachers selected based on desperation to fill vacancies, or were they genuinely believed to be a great fit for the role? While some individuals may perform well during interviews but struggle in practice, this is not representative of the majority. For those who do need additional support, tailored professional development and coaching should be provided. Education is not a one-size-fits-all field, and neither should teacher development be.

Rethinking Teacher Evaluations

To create a culture of trust and respect, administrators must reconsider how teacher evaluations are conducted. Are they designed to support growth, or do they unintentionally undermine teachers?

Evaluations should:

• Focus on meaningful feedback rather than punitive measures.

• Recognize the nuances of teaching and the need for flexibility.

• Provide opportunities for individualized professional development.

Building a Better Culture

The key to improving teacher morale and performance lies in trust. Trust that educators are professionals who take their roles seriously. Trust that they can navigate challenges with creativity and care. And trust that they are committed to their students’ success.

By fostering a supportive and trusting environment, schools can empower teachers to thrive as the experts they are—and as the experts our children deserve.