The Road to Lesson Observation as a Tool to School Improvement: Accountability vs. Perfunctory

“Be ready, as tomorrow you will have a visiting supervisor, don’t worry. You will do just fine”. I will do just fine, Sara says to herself; this is my first year teaching, and I am handling twenty-four lessons with two curriculums, and I also have a group of special needs students; how can it be okay? The lesson preparation goes, as usual, starting by writing the lesson plan and making an effort to make the handwriting as neat as possible. The following day, Sara says, “I will just be myself!”. The supervisor and the principal make their way into the class and sit comfortably at the end of the classroom. The students already notice the aura of formality and behave like angels instantly. Sara follows the lesson plan, and to her knowledge, that is the best practice; the lesson ends, the principal claps her hands, and the supervisor hesitantly imitates. The supervisor strides toward the top of the room and announces, “very good lesson” as the principal stands there and works as an ice breaker, introducing her and mentioning how far she has been in teaching in the school given her novice expertise. The supervisor looks at Sara and says,“all is good; I will further discuss it with the principal; just sign the form and keep it downstairs in the administrative office.” She continues, “one comment that I would like you to think of is the overuse of the word “excellent!”’. Sara grins; the supervisor walks away, and Sara thinks to herself, “excellent, it is!”