When Being Observed 1

I got this from Kate in Philadelphia:

Hi Ben –

I just found out that my supervisor has arranged for evaluators from ACTFL to visit next week. We are getting interviewed as well as observed but we have no idea which class they will show up to. I am super nervous about making sure that my kids shine but have no idea which of the three grades will get observed on which day or at what time. I also have no idea what ACTFL looks for – our supervisor hasn’t responded to any questions we have put to her about it.

So I thought I’d put it to our community: Does anyone have any experience with being evaluated by ACTFL? Any pointers or tips for how to make sure I let my kids shine for them? Any advice, words of wisdom, or thoughts that will help me sleep until it is all over would be most welcome!

– Kate in Philly

My response, others please add your ideas:

Think of your supervisor’s position. If she has any knowledge of the current ACTFL position statements, then she will definitely bring the observers to you and not someone else. Why, if she knows what ACTFL’s theme song for the 21st century is, would she do otherwise? Your supervisor has no choice. You are the one who is most aligned with them in the school, certainly.

I can’t imagine, though it is possible, that her lack of a response to your questions about what they will be looking for is because she doesn’t know.

So that’s probably a given – they will come to your classroom. Now, how much do the ACTFL people even know their own position when they see it modeled in a classroom? It’s a good question. I don’t give ACTFL observers a single benefit of the doubt when it comes to knowing what real application of their position statements looks like in a classroom.

Just because it’s written on their website doesn’t mean these people know what to look for in this world where 99% of language teachers use methods from the 1950’s which only appear new because they are housed in the new technology environment.

So don’t let them invade your mental health space and don’t let them intimidate you. These people almost certainly know less than you do about real classroom teaching. So gear up mentally, and do your normal thing – comprehensible input.

(You always have dictée to use as a recovery device from any confused teaching that may unexpectedly bite you, since we are all so vulnerable when being observed and are, quite understandably, not quite as clear minded as we would like to be when people come into our classrooms. Dictée is the rock that we crawl up onto in class when we are floundering in this remarkably emotional experience called teaching.)