I’m currently reading The Icarus Deception by Seth Godin in preparation for an Icarus Session to which I’ve been invited this week (more on that later). During our Family Reading Time today, I highlighted this quote:
“[I]f you rely on external motivation to be your best self, then you will have ceded responsibility and authority to someone else.” ~ Seth Godin The Icarus Deception p. 110
This then made a connection in my brain with the attitude of many teachers as our district works to implement a new form of Teacher Evaluation, and as I work to implement technology-related professional development. Why do so many teachers fear the new evaluation instrument? Why do so many teachers fear edtech?
For those who already know me, you’ve realized by now that I operate under a couple assumptions which I feel can prevent ceding responsibility and authority over what I do to someone else:
ASSUMPTION #1: Always start with trust.
ASSUMPTION #2: There is a Helper Gene buried in our DNA, and all educators have it and express it (and if you are someone without the HG phenotype, then you need to find a new career).
Seth Godin’s quote can be restated thus: If you rely on the results of your Teacher’s Evaluation to be the best teacher you can be for your students, then you have effectively given your principal (or whomever evaluates you) the responsibility and authority over you and your teaching. You are being judged on how well your principal motivates you, not on you as the teacher responsible for your students’ learning. If you are the type of teacher who needs constant reassurance or repeated check-ins by the principal in order to keep your eye on the goal you wrote for this next year (you know, the one you penned only because you had to fill in that box on your evaluation form?), then you must not have a strong helper gene, and perhaps you should find another career.
Wouldn’t you rather be judged on who YOU are as an individual? As a teacher? If you can look inside yourself and say with certainty that you have done everything in your power for the good of your students and your school, then an overall sense of pride, self-worth, and job satisfaction should be the primary result. As a corollary, a positive evaluation should naturally follow from your supervisor. When you are responsible for your own motivation, the summative conference conversations can be focused on ‘what can I add to my A-game?’ rather than ‘You tell me what I need to do to have an A-game.’
In my mind, an effective teacher always works toward a personal vision of helping kids become successful. The purpose of the evaluation instrument is to help guide and expand this personal vision to coincide with that of the school and of education-at-large.
I am sure there are some out there, but I have never met, talked with, or heard stories about a vindictive evaluator. Usually, the evaluators have past experience in the positions they critique, and have strong helper genes that want to help people improve their A-game. A good place to start in your relationship with the person who writes your teacher evaluation is one of trust. Between that initial trust and the desire to help people, you can draw on your intrinsic motivation to maintain authority over your own future as a teacher.