20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)

Welcome to 20 minutes of teaching brilliance on the road with Trust Based Observations.

Every week while training school leaders, Craig Randall, the developer of Trust Based Observations, witnesses brilliant teaching during their 20 minute observations.

Wanting to share that teaching brilliance with others, we talk shop with those teachers, learning what they do that is so impactful.

We hope you enjoy.

Craig: Hi, and welcome to another edition of 20 Minutes of Teaching Brilliance on the Road with trust-based observations.

In February of this year, I had the wonderful opportunity to spend a week at Cardinal Mooney High School in Sarasota, Florida, which by the way, being there in February when the weather's mid seventies and.

Beautiful in this charming little town was fantastic for me.

Being from the rainy, cold Pacific Northwest.

During that week, I got to see some amazing teaching.

One of the teachers that I saw that was amazing was Liz Chappelle, and I was able to watch her grade 11 AP seminar class.

There's all kinds of great stuff that we're gonna be able to talk about.

But before we do that, I wanna give Liz a chance to introduce herself.

Tell us about herself, maybe.

Her career path and how she ended up at Cardinal Mooney and teaching what she is now.

So with that, Liz, will you say hi to everybody and tell us all that good stuff?

Lizz: Yeah.

Thanks for having me, Craig.

Super excited to be here.

I've been teaching, I think for 18 years now.

Done all different kinds of subjects from.

Middle school, physical education, health history, math, even in there for five years, which was hard.

And when I had the chance to come to Carla Mooney three years ago, I jumped at it.

It's such a great school and I've taught and coached.

I've coached there off and on for quite a few years in the softball.

I. Head coach of the softball team and assistant coach for a while.

So when I had the opportunity to join this faculty, I jumped at it.

So I've been there.

My first year I taught US history on level with juniors, and then last year and this year I have AP psychology and AP seminar,

Craig: the fun classes.

Some people would say very fun classes, would say no thanks.

I know my son loved his AP seminar and research classes along the way and just felt they were so much fun.

Like boy, I sure think those classes prepare students so well.

Yeah.

To write in university, they just find it so much easier when they get there, when they've taken those classes.

'cause it teaches you how to research and write.

Well, absolutely.

When we were there all kinds of things stood out that day.

I think the, maybe one of the first things that stood out was just the rapport relationships and we were talking a little bit before we went on air about a student named Rosie, who I could tell.

She's a stillwaters run deep kind of person, and she's very soft spoken when she speaks out and like one of the very first things I noticed was you were like.

I don't think you asked her to speak louder, but I think you asked the class to listen to what she had to say.

And so I think along with that, what I really got a sense of in that time is, you know, each student, you know, how to not have a student be lost in the mix.

And sometimes the quiet smart ones can get lost in the mix.

And so do you just wanna talk about the role of.

Teacher rapport, relationships and getting to know your students and how that factors into learning or maximizing their learning.

Lizz: Absolutely.

I think, you know, it's often hard to tell other people what you're good at, but that's something that I've always been good at and I think I just love people, especially the kids, and it shows when you step into my classroom, the kids feel it.

They know it.

And they know that if they mess up in my room, it's okay because they're not gonna get scolded.

They're not going to get put down in any way.

And a lot of times I do that by messing up myself and we'll show them up, wait, made a mistake, and, oh, this isn't working quite how it was supposed to today.

So just showing the kids that you're human, especially with high schoolers.

It builds so much trust immediately that they feel more comfortable.

They know that it's okay if they're not perfect because they see you as someone real and not someone that is gonna hold 'em to a standard that they can't get to.

I spend a lot of time.

Every day just checking in on kids, whether it's just a quick, Hey, how are you?

They tell me about their weekends.

When it's prom time.

I always wanna see all the dresses for prom and homecoming, and the girls all know that.

So they come and show me.

The boys all come and talk to me about their basketball games and their football games, and, you know, I'll go to as many as I can, but they know that I'll hold them accountable, but also care about them.

So it's just something I've kind of always been good at.

A lot of times it's through food.

I do always have a snack or two in my classroom.

And I think having taught in a public charter school for such a long time we had 40% population that were on free and reduced lunch.

So for me, I knew I couldn't have any of those kids learn if they were hungry or if they hadn't slept.

And Sure.

So, you know, the kids fall asleep sometimes, and so I never make a big deal of it.

But we'll always go and just gently, Hey, you okay.

Sometimes they're not and they just need to put their head down.

And other times they were like, oh yeah I'm okay.

So it's, I think just knowing them taking the time.

And sometimes it's just five minutes each day, just not even five, maybe like two or three.

And then once that's there, like we can talk about anything and everything.

Craig: Trust.

Lizz: Yeah,

Craig: it is trust.

Which is irony that we're talking about, that it's trust.

There's so much you said there that I'm just gonna highlight some of the things the kids know that making mistakes is okay.

That failure is okay, and sorry, I'm gonna, I feel compelled to tie some of this to trust based observations.

Absolutely.

But what do we tell you guys?

You just say the point is like, we want you to know what trust based observations, you as a teacher can try something new, have it be a disaster.

And we're gonna say, Liz, I love it that you were, that you're taking a risk, trying something new.

It's the exact same thing.

And why shouldn't it be?

By the way, right?

Yeah, exactly.

Then you like they know it's safe, but you also talked about like making mistakes.

Like admitting your own mistakes and that we're humans and showing your own vulnerability along the way, which by the way, and just to your principal's credits along the way, what are they doing that whole week of training too, right?

They're not nailing it, right?

Like I'm jumping in and helping and fix them.

So they're even modeling for you the same thing that you wanna model for your kids.

So, and of course you talked about building trust, but I think.

Even more than that.

You just talked about being real with them being a normal human being.

Yeah.

Like you're the adult and you're you have to hold them accountable, like you said.

But you talked about individual checks, like personal discourse is really, you didn't say that.

Yeah.

But that's what you're doing.

I'm getting to know each individual kid, like, how are you how's your mom?

You know, if there's something going on at home.

Say that, but you're talking about the dresses, the games, going to their game.

Yeah.

Checking in with each one.

I just wanna say that again.

Each one, no matter what, and then, but at the same time you're saying accountability and I'm gonna hold you accountability because my job is to.

To grow, you grow and to build you at the same time.

And I think really, you were talking a little bit about Maslow's hierarchy, right?

Is that Yeah, absolutely.

At Catholic school where there's privilege, it doesn't mean that those kids are all gonna be sitting on the same level where everything's okay and you're doing those check-ins with kids and sometimes you're differentiating it.

We're like, okay, maybe that kid that one day it's okay to have his head down because there's enough crap going on at.

Like Rosie, that girl, like how do you come to know that she's a stillwaters run deep kid, that her voice has just as much value?

How do you let the class know?

Now listen to this quiet girl because she says a really smart things.

Yeah.

Like how do you, how does that develop,

Lizz: At a school like Mooney?

It is a lot easier 'cause the classes and the school itself is small, so I've only been there three years and there are very few kids on campus that I don't know.

Sure.

Most of them happen to be,

Craig: there's no, and then there's no, do you know what I mean?

Lizz: Right.

There's a difference.

Right.

Yeah.

I, so I was really, I'm really fortunate.

This is actually the third year I've had Rosie.

Okay, so I had her when she was a freshman, she had A-F-L-V-S class and I was kind of like the study hall for that.

So I got to know a little bit about Rosie's story.

Then Rosie's mom and grandmother and Rosie came from Haiti and they moved.

Yeah.

Yeah.

So, so knowing that part she's really sweet, but she's always been very quiet.

I had her last year for AP psychology, so I know what her, I know what her academic work looks like, and I also know she's very shy.

She is very modest and doesn't always want people to know how smart she is.

Which is a big deal for her, and she likes to kind of be under the radar, I think.

A lot of it just, she doesn't want the attention and so when she does speak up, I really make a point to let the other kids know, Hey, I. Let's listen to Rosie because she doesn't interject often, but when she does, it's big.

And she speaks so softly, so soft.

So they all know it now.

Yeah.

Yeah.

And a lot of 'em had gone to school with her for three years and didn't know her until this year in that room.

And they, because she doesn't talk in every class because she's not comfortable sharing in classes.

I don't know if it was partially because I know it's because she's comfortable with me is why she is comfortable sharing in that class.

I don't know if, I think English was not her first language, so while she doesn't speak with an accent, she is capable of, she speaks Haitian and Creole.

And so I know sometimes that language switch for her is difficult.

Craig: Sure.

Lizz: And her guidance counselors are like, how do you know all this?

Well?

'cause I sit and I talk to her, and I just listen too and can kind of piece things together about her.

But what my kids in that particular AP seminar class have learned is when she does talk they listen because they know, oh wow, she's gonna say something really interesting

Craig: because it's not very often.

It's that, but she's classic stillwaters run deep.

And we were talking before about just that sometimes that those smart quiet kids can go into the radar and not get recognized, and you're not allowing that to happen.

You're giving that support.

Let's shift forward.

Let's talk about, like, it was a big discussion that day and, and one of the things that you do, I'm gonna let you maybe talk about what that discussion is, but like the, your use of questions like you were living and analyze, evaluate, and synthesize on, on, on our Bloom's taxonomy pyramid.

Like, it's deep pushing them more and more kind of information.

Do you just wanna briefly talk about what that day was about and then what you're getting to do with the questions to push them further forward?

Lizz: Sure.

That particular day we were going over what's college board refers to as a stimulus packet.

So for AP seminar, they release in January a packet of seven to eight sources that are very different.

Some poetry, some images.

Sometimes there's paintings.

This year there were speeches.

Excerpts from books.

There was a whole bunch of statistics on Alzheimer's disease, and what happens is the kids are supposed to find a way to connect at least two of those sources together and create a research question around those sources.

Then do their own research and kind of add to it.

And it's really such a cool thing because the sources are so different.

One of my favorites this year was Colin Powell.

He wrote a short excerpt about having an interaction with one of the Russian generals and how he took this Russian General all through the major monuments at the United States and the impact it had on the general.

The big article that all of the kids really are drawn to and that college board does this on purpose, was that first one called false nostalgia.

And it was all about how we create, how we actually create memories and are they real, are they not in different ways that those feelings come about.

So it was a very interesting.

Conversation because all of the kids had been asked at that point to read all of them.

So this was our second half of the discussion on what did you learn, which things did you like?

What things did you pull out of those articles?

Craig: And I think we're, and I think as we are going through it, and the questions you're asking are all designed to, like so many of the questions were really in, in many ways about drawing connections to their own life, right?

As a way to push them forward in that, and I'm just gonna pull up like the questions here.

It just pushed them for deeper and deeper thinking.

Like, what was the author's goal?

What was she trying to do?

What does that mean a world class, a family of world class secret keepers?

Why wouldn't you wanna look back?

How does this relate to the larger topic of memory?

Why do you think some families keep secrets?

What happened if they, I mean, just all these questions are just designed to, to push them for more and just like, Liz, are you, Do you plan these questions ahead of time or are you one of those lucky people that can just pull this stuff off the top of your head?

Lizz: I'm pretty lucky.

I read all the articles ahead of time, but I did not, I hate you.

I did not write down any of those questions, so it was, it was off the cuff and a lot of it.

I don't know about you, but I know in the classroom if I get too scripted, the kids know and it doesn't work.

So it has to be fine.

Fine

Craig: balance though, Liz on that because Right.

There's also, look, you know, I do this, I see more people through the lens of observation than anybody on Earth and I can comfortably say that.

Look to get to that and evaluate and synthesize.

Most of us can't just pull that off the top of our head.

And so yeah, there's a balance in there to me where like I want the conversation to throw freely, but sometimes I've gotta write those questions down ahead of time to guide it too.

I don't want it to feel right.

Mechanical.

But there is a balance in there.

You're just one of those ones that all are jealous about.

Lizz: Yeah, it was.

I love having those conversations with the kids and pushing them to think more because I think I look at.

My job or vocation of teaching is more than just the academic.

It's like I'm trying to get each kid to leave that day with something that matters to them.

Whether it was regarding the actual classwork we were doing, or a conversation that they know like, Hey, someone checked in on me today.

Someone cares about me today.

Or.

They found something super interesting and made a connection that was personal because then I know that they're learning and my goal with all the kids is, you know, to try to make them better humans, not just being able to pass the test.

Craig: So it, it feels like what I'm hearing you say is that like whatever you're doing, you want them to draw connections Yeah.

To their lives.

How it affects them out there, not just right in here, in these four walls that we're in like that.

Exactly.

Is that the driver for you?

Lizz: That's the driver for me.

Because what I'm finding more and more, especially within the last seven or eight years, the students that we're coming into contact with, and it's every grade level they need to have a why.

If they don't have a why this matters to them.

They're not gonna do it.

So I try to find that why, or help them discover the why in little pieces each day.

Craig: And through the use of question and pushing it back towards that, you're helping each one of them find that.

I think there, there's a theme in what you're doing too and I think it ties to differentiation.

It ties to in particular interest.

Their interest.

I mean, you were talking about your math before we went on the air and we were talking about that because that's not your vocation is math.

Sometimes we just do what we have to do, right?

No, but you tapped, you talked about interest there and you're talking about interest here.

And even like the way that they could put their product together with the, with where they were headed in, that was that too.

So do you just wanna talk about that piece?

Because I think it's important.

Of them finding their interest.

Well, but interest and you are tapping into interest to pull students into learning.

They're not interested, they're not gonna learn.

Lizz: I mean, that's something,

Craig: you know what I mean?

Lizz: They don't get as much.

They don't get as much.

So I'm actually going through that right now with kids in that class that you saw as they were creating their research questions.

I had a new kid that got sent to my class from another school.

He transferred in.

And he had a great research question.

It was wonderful, but it was very sciencey and very, like, he was gonna have to pull a lot of numbers and data.

And I looked at him and I was like, Jack I don't know you real well yet, but I don't know if you're gonna like this.

And he looked at me and kind of smirked and he is like, yeah, I don't know.

I said, why don't you do something that you like because then it won't seem tedious.

And you'll enjoy it more, and you're gonna get more out of it.

So he changed his question to be, I made a suggestion to him, I was like, what about football?

I know you're a football player.

What if we tie this into football?

So he was like, great.

I could tie it into the concussions that are happening.

The CTE said, dude, that's awesome.

So he's using the Alzheimer's information that we got and he's tying in concussions.

And so for him it already got more interesting.

And then I had their first draft of their papers were supposed to be due right before spring break last week, and one of my girls, she's like, I just, I don't like this.

I don't like my question.

I don't like the research I've done.

I said, okay, well let's start over.

I. I said, really?

I said, yeah, let's start over.

She's like, it's so painful.

I said, then let's not do it.

So between the two of us brainstorming and then some of her friends chiming in, we created a whole new question.

We threw it up on the board.

Other kids helped.

And then within minutes she was so much happier.

We found more research for her, and she was willing to redo the whole thing because she knew it was not gonna be, it wasn't gonna be her best work because she didn't care about it.

And so being able to make that shift for her was huge,

Craig: which whether we're doing project based learning or whatever we're doing, if we're just teaching the text or we're just, I'm not saying standards and benchmarks don't have value of I, I believe they do have value.

Yeah.

But if we're just worried about that at the cost.

The deeper learning of pulling the role that interest plays.

Yeah.

In real learning and deeper learning, and really learning those standards and benchmarks.

Where are we really setting you up for success?

I'm, I would argue we're not really setting up for success.

Right.

And where's the real critical thinking going on if there's no interest?

Exactly.

There's the real problem solving going on if there's not interest.

Not to say that out in the real world, you and I don't have parts of our work that are not interested in what we have to do,

Lizz: right?

Correct.

But

Craig: that's secondary to what we, our job is as educators, is to help them to learn.

And interest plays a big part in that.

And even you were talking about your math and you were saying that you had to, when you were doing math, how the hell do I get kids interested in math?

And you talked about like pulling an interest, like with football stats on that too, right?

Lizz: That one I really enjoyed doing because for some reason our society's made it socially acceptable to be bad at math.

And I taught sixth grade math and seventh grade math for a combined of five years and to get kids.

To a point where they understand those basic math in sixth and seventh grade math.

You know, it's been ages since you and I have done it ourselves.

But that's all the stuff that we use on a daily basis.

It's percentages, it's averages, it's yeah, yeah, yeah.

You know, measurements and how do I, you know, for flooring and area and stuff like that.

And so every day it was, well, when am I ever gonna use this?

When am I ever gonna use this?

And so one day it just dawned on me.

Because they were having such a hard time grasping a percentage.

And why did it matter?

One year I took a whole group of kids to Publix.

The supermarket?

Yeah.

And they had, I'd given them a $20, this was probably like 10 years ago or 15 years ago, given a 10, a $20 limit for the week to plan lunch.

And so they had to go through the circular, they had to make a menu.

And then on the last day, I took them.

And they had $20 each to get lunch for four of them.

And so it was really neat to see that.

With the football project I made groups and assigned each kit, each group a team to follow through the NFL season and put up posters on my wall.

And every week they had to adjust the wins versus losses and then turn that into a percent so that they understood the winning percentage.

And then for my real football guys and girls, I went in deep and showed them stats on the running backs.

And we did runs per game.

And so they got to see why it mattered, and how they could really use it.

So while they didn't all pass those end of year tests, they did, the gains that they made that year were huge.

And again, it was a place where they knew they were.

Gonna be okay.

Even if they made a mistake.

Craig: Right.

So real pragmatic and interest.

Mm-hmm.

And tapping into all those things.

Let's shift, one of the things that we, I didn't get to see, but I know came up in our conversation is that peer-to-peer and student self formative assessment play a big role in, in your class.

And I don't see as much of that as I'd like to out in my world, and whenever I.

We know when we can look at our own or even our peers work with some kind of a rubric or exemplar or whatever.

It influences my own work.

And when we were talking about it, even just before we went on air, you are even saying how it made the students who are maybe more reluctant or cautious, it made them feel safer to be able to work with their peers, which almost seems counterintuitive.

So just wanna.

Lizz: Absolutely.

So in the beginning of the year, we did a whole mock presentation.

And so they went through the whole process of creating a research question together.

And then I modeled for them what a, you know, I wrote a bad question and then asked them all to fix it.

So they started making suggestions and slowly it worked and they got it.

They got the hang of it.

So I gave them, we had already had multiple discussions and different projects where they learned how to talk to each other in a constructive manner that it wasn't like jabbing or hurting each other each other.

So when it came time for their individual projects, they put their questions up.

I think the group ones were first and there were five.

So there were five groups.

So they worked through the question together as a group first, and then we put it up on the whiteboard.

Each group grabbed a different marker, and then I stepped back and said, okay.

Let's help each other fix these.

How can we make them better?

Are they're all good, but how can we make them even better?

Can we make 'em a little more pointed?

Can we make it so that the outcome is clearer?

And they've really blossomed in that and they enjoyed it.

So when it, this third time.

This was act, this was the third time that they did it.

They wrote their questions on paper because there are 22 of them and not enough space on the whiteboard, but they actually asked for the whiteboard after that.

They're like, can we still do it on the board?

So I erased everything and said, go for it.

But they went around the room and helped each other.

Then the discussions that came from it were amazing too, because they talked about the grammar, how they could fix it.

They talked about how maybe if you changed this word for that word, it'll be a little more pointed.

Or Wait, do you even like this?

Why are you looking this up?

So a lot of those conversations came about.

And like you were saying too, a lot of them took it and then went back and changed their own question.

They realized, oh wait, I made that mistake.

Or, oh, this sounds a little bit better.

Let me change that.

So it's been amazing to see.

This past week, right before spring break, they were all finished with their papers.

And so we staple 'em together, throw 'em at the front of the room and everyone.

Grabs a highlighter and a pen and they go to town on each other's papers, and it's so helpful that each one of them, they were like, alright, I can't wait for so and so to read it.

I can't wait for to see what they're gonna say.

Because a lot of 'em, they were like, I know I'm stuck.

I know I am.

I was like, it's okay.

You know, they're gonna help you.

And so for them, it just, it lifted so much stress off of them too, knowing that this wasn't the end.

That there were gonna be people to help.

And the way that they listened to each other, it just has been, it's been really good.

Craig: It's amazing, really the vulnerability that they're embracing, the vulnerability of having somebody look at my right as way of help.

Instead of a way of like, oh, I don't want somebody to see my work and criticize it.

I mean, but that goes almost back to the relationship thing that we talked about at the very beginning.

You have to create that along the way so there's so much there.

Like you, like first, how do we talk to each other?

So it's a positive thing.

'cause you have to build that.

There is front end loading that has to happen peer to peer, but it's so valuable when you do it.

It's, but then helping each other fix their work.

And I love even that.

Like, these are good, but how do we make them better?

And then there's.

And sometimes like having written a book, going back and rereading my own work and like seeing it's hard and frustrating, but sometimes when somebody else look at your work and then give you that insight, it's like, oh, my own eyes sometimes can't see.

My own mistakes where I need somebody else, but where they're like, where they're looking forward to that.

And then you're like, you're saying they're having deeper discussions Yeah.

About the grandma, but even more than the grandma, more importantly about the ideas.

And really what you're talking about is it's the how.

What they're doing.

They're learning how to do the hows and look at each other's, hows, which then influences their own work.

All really amazing stuff.

Lizz: Hey one of the ways I started that was I'm taking a couple classes right now for my PhD, so I gave them one of my papers and yeah, I was like, I don't expect you to understand this, but here you go.

And so having them see it and see what it.

It built cred credibility for me, but also I was like, here you go, read it.

And so that, again, that vulnerability, like I showed them mine, so they were like, okay, we can do this.

Craig: I'm a student too.

Lizz: Yeah.

Craig: Yeah.

Yeah.

I love it.

Hey, before we finish off, just, you know, trust-based observations was new to you and, and so I'm just curious like what your thoughts are on that and whether you want to compare it to ways you've been observed in the past or not.

It's up to you, but I am just sort of curious.

Like a month out from when we had our visit.

Lizz: I, I loved it.

Again, I've been teaching for 18 years, and so for me, having people walk in is not a big deal.

I don't usually freeze up and, you know, in the beginning of your teaching career you always do, but there, you know, it's different too.

I don't feel, in public school I felt a lot more attacked for sure.

The rubric there for, grading was always interesting.

Every year I got marked off for being too nice.

So that was always so all the relationship building that I do, they recognized that at my old school and they.

They saw it, they knew how valuable it was to a point.

But then that was always a point of contention on my annual review, was I was too nice to the kids and so that was hard to always hear.

So coming

Craig: makes my.

Lizz: And coming to Mooney was so refreshing because they were like, no, you're, this is great.

And I think too, they always, in my experience with the administrators there, anytime we've talked about any kind of observation, it has always had a more constructive feeling than them just looking for points to take away.

Where in public school it was, what can I take away What.

No teacher could get a hundred.

So they had to always make sure, which is fine.

But I really love, loved how everything was set up with the trust based observations too, because, so I think as you now have seen, and what I feel is the most important is on there it is getting those questions out.

It is talking to the kids.

It is building that space where.

They are learning because they know it's safe, because they know they can.

And it might not be learning in what like a state exam is going to say, but we know it is.

It's working.

And so for me to watch that unfold, I was like, oh, this is great.

It was like finally, someone is seeing.

Craig: As we're going over the core areas of pedagogy.

That is really what you said.

Yeah,

Lizz: absolutely.

And we've all learned those pedagogies and at least for me in public school, like those are things that I've been practicing for my whole career.

And so to be with you and then here like, yeah, no, you did.

You did all these great things.

I was like, oh, thanks.

So the

imposter, that was really nice to hear and I think too.

It helped our admin really look at, they knew we had good teachers at our school.

But ever since you've come, the whole tone has changed.

Really just in a month.

Yes.

The, just in a month because the teachers are feeling more comfortable, the teachers are feeling more valued.

Admin has.

Yep.

And admin has made a point, even just last week, to say, Hey, listen, we have this whole data team that's pulling this and look at how great you guys are doing.

You might not see it, but here's, we have a huge jump from when they come to us, from when they leave to us, and we know what you're doing and we can't thank you enough.

So just that alone, it's been a.

Craig: Right then it's safer to take risks and try new things and be bold and experiment.

Liz, I think they're gonna And walk.

Yeah, exactly.

And not be afraid when you walk in.

'cause we know it's, yeah.

And we're seeing real teaching, not the dog and pony show to tick the boxes too.

Exactly.

So, I think there might be people that wanna reach out and learn from you.

Liz, would you be willing to share a contact at email if anybody's interested in.

Lizz: Absolutely.

So it's l Chappelle, C-H-A-P-P-E-L-L, at cmhs sarasota.org.

It's also on our school website.

Craig: And it'll be in the show.

Anybody that's listening can read it in the show.

My notes.

Liz, thank you so much for letting me come and watch you last month.

Thank you so much for engaging, moving this conversation with me today.

It has been an absolute pleasure.

Thank you.

Lizz: Thank you, Craig.

Thank you for listening to 20 Minutes of Teaching Brilliance.

If the show resonated with you, you can help other teachers by liking, sharing, and subscribing.

More importantly, if you don't like the way you're being evaluated, don't like being nitpicked and scored, then check out Trust Based Observations at TrustBased.

com, where we know the path to growth is through safe spaces for risk taking.

Tell your principal about it, and change your school's observations to a model of trust and support, and join the thousands of teachers who now experience the joy of observations the way they're meant to be done.