What Should Teacher Evaluation Look Like in CCM?

After thirteen years in the classroom, here is the moment that still gets me flagged on an observation.

An evaluator walks in. I am not at the board. I am in a student chair next to a girl who just inverted an operation — three problems into fixing a misconception that would have followed her into the next two weeks of work.

The rest of the room is working. A small group at the back is trading papers, politely arguing about why one of them got a different answer. Two students are stretched out on a beanbag with clipboards. Someone is mouthing along to the lesson video, pausing it to copy a step.

No noise. No chaos. And no teacher voice at the front.

To a traditional walkthrough, this looks like a teacher who lost the room. After thirteen years, I would tell you it might be the most in-control the classroom has ever been.

So why is my rubric still going to score it as a problem?

That's the conversation in Article #10 of the Cloned Classroom Model series. The data on teacher evaluation is hard to argue with — and the open door for a better answer is wider than most districts realize.

#ClonedClassroomModel #CCM #TeacherEvaluation #InstructionalLeadership #MathTeacher