FFT by accident

The district in which I work adopted Danielson's Framework for Teaching through a merit-based incentive program a few years ago.  The district phased out the incentive program and implemented the Danielson Model for evaluations for all teachers on-cycle.

The Domains & Components adopted by our district from the FFT are the following:

1C:  Setting Instructional Outcomes
1E:  Designing Coherent Instruction

2B: Establishing a Culture for Learning
2D: Managing Student Behavior

3B: Using Questioning and Discussion Techniques
3C: Engaging Students in Learning

4A: Reflecting on Teaching
4C: Communication with Families

I was on-cycle this year and I was actually excited about having the opportunity to use the FFT.  The best teachers continue to refine their practices and reflect on their teaching regularly.  This was my opportunity to put myself under a microscope with the guidance of an administrator.

I followed the process with fidelity from completing my self-assessment and goal-setting forms.  From the outset, I detected some areas for growth and strived to work toward improving in those areas.

Concern #1:  I never received feedback on my self-assessment and goal-setting forms.

I teach one class every other day and coordinate a program with all my other time.  The windows of opportunity to observe me are narrower than teachers with a full load.

Concern #2:  Two observations are required.  I receive one and it was finally completed in May.  This is not the most optimal time for an observation as we are preparing for assessments.

Concern #3:  I was asked to just sign my observation without the benefit of feedback about the process and there were areas for which I did not agree.  Additionally, someone else's information for 4C was on the observation.  This was quickly rectified along with the disparities.

Our district then added another component 4E to document professional growth.  For teachers who work hard to grow themselves via classes, twitter, webinars, PD, organizations and etc., this was a great tool to show how I have contributed to both my own growth, the growth of my students, and the growth of other teachers in my school building.

Concern #4:  No one took read my document and it was filed away with the rest of my paperwork.

After having been a teacher since 1996, I still want, need, and deserve feedback.  

Unfortunately, I was informed that I was evaluated under the wrong system.  Because I coordinate and only have one class, I was to be evaluated on the Standards for Excellence.  This system basically is a system of checks.  There are two categories:  satisfactory or unsatisfactory.  I was rated satisfactory in all areas, received a two sentence blurb at the end and was asked to sign.

Honestly, I feel very deflated after this whole experience.  No acknowledgement of the good work this year along with some constructive criticism and food for thought for next year was non-existent.  I grew from this process, but not as much as I should. 

The FFT is tool meant to be interactive between the teacher and the administrator.  My first experience was very disappointing.