"If you've ever taught in an American public school, you know the drill. The principal alerts you to her upcoming annual trip to 'observe' your class. You sweat the preparation of what you hope is your best lesson. She jots notes in the back of your room. Your kids muster their least disruptive behavior, perhaps on account of the rare presence of two additional humongous eyeballs on their necks.
A few weeks later (if all goes well, not a few months later), there's the post-observation conference. The principal slides a standard-issue form across her desk. She's rated you 'satisfactory' in most of the boxes, 'needs improvement' in a few. Should you dispute the recommendations in the space allotted on the bottom of the template or smile and pledge to do better? Best-case scenario: the principal supports you, knows her stuff, and shares helpful feedback on your craft--for example, how you can be more engaging in your delivery. More typically, she encourages you to pick up the pace so that you can 'cover' the required curriculum by year's end of urges you to 'integrate technology' per the district mandate to modernize. You sign your review, close your classroom door, and resume teaching, relieved you won't have to relive these rituals for another year. As both professional development and accountability, this has been our education system's losing playbook for as long as the oldest teachers you can remember can themselves remember."
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