Introduction: Rethinking the Teacher Evaluation 💡
Let’s face it—few things make a teacher’s palms sweat like hearing the words, “Your evaluation is scheduled for Thursday.” Even the most seasoned educators feel that familiar flutter of nerves.
Now add the complexity of Project Based Learning (PBL) into the mix. Suddenly, you’re wondering: Will my principal understand what I’m doing? Can PBL even be “measured” in a single observation? Should I just go back to a worksheet for the day?
Take a breath.
This blog is here to shift that mindset. Evaluations don’t have to be scary—they can be a powerful part of your growth as a facilitator. When viewed through the lens of learning (just like we do for our learners), they can help you reflect, adjust, and shine even brighter.
Based on insights from Josh Giebel, principal of CSA New Tech (a nationally recognized PBL school), we’re unpacking three key ideas every PBL teacher needs to thrive during evaluations:
- See Evaluations as Collaborative, Not Punitive
- Highlight PBL Moves (Even in a “Traditional” Moment)
- Communicate with Confidence and Invite Support
Let’s dive in. 🏊♀️
1. Evaluations Should Be Collaborative, Not Punitive 🤝
Think of evaluations not as a spotlight, but as a mirror. They’re less about judgment and more about reflection.
Josh Giebel, a seasoned PBL educator turned administrator, reframes the whole process:
“My goal as an administrator is I want all my teachers to be the best possible versions of themselves.”
That means evaluations aren’t traps—they’re touchpoints. They’re not about catching mistakes but about amplifying strengths and nudging growth.
Here’s what this looks like in practice:
- Teachers set goals at the start of the year.
- Evaluations are scheduled collaboratively.
- Feedback includes what’s working and gentle “wonders” about what could evolve.
When you realize your evaluator is your teammate, not your critic, the anxiety starts to fade.
Try This:
- Shift your inner dialogue. Replace “I hope I don’t mess up” with “This is a chance to get better.”
- Reflect on your practice and share your own goals before the observation.
- See feedback as fuel, not failure.
2. Even a “Traditional” Day Has PBL Moves to Spotlight 🎯
Here’s the truth: not every day looks like a full-blown exhibition. And that’s okay.
You might be running a mini-lesson, catching up after a field trip, or working through a skill that doesn’t lend itself to a public product. That doesn’t mean it’s not great teaching.
“You can have a traditional unit and still use PBL moves,” Josh reminds us.
The key is to name and frame what you’re doing. Are you using a Need to Know list to drive inquiry? That’s a PBL move. Are learners reflecting on their process? That’s a PBL move. Are students working in groups with a contract to manage collaboration? Yep—that’s a PBL move.
When you name these moves in your post-observation conversation, you’re showing how PBL principles run through everything you do—not just the flashy days.
Try This:
- Drop a quick note to your evaluator before the observation: “Today, I’ll be using a mini-lesson to support our ongoing project. Look for Need to Knows and peer feedback structures.”
- In your post-observation, highlight how today’s work fits into the arc of the project.
Even quiet days can be powerful. 🎯
3. Communication Builds Confidence (and Better Evaluations) 💬
Let’s cut to it: your principal might not fully get PBL yet. And that’s okay.
You’re the expert in your classroom. If your evaluator isn’t fluent in PBL yet, don’t wait for misunderstandings—bridge the gap.
“Ask your administrator to help you get better,” Josh says. “Invite them into what you’re trying to do.”
It’s not about impressing them with a flawless lesson—it’s about pulling them into the learning journey. When you say, “I’m trying something new—can you help me think through it?” you’re opening the door to support, not scrutiny.
And here’s the secret: most principals love being asked for feedback. It validates their expertise and shows you’re a growth-minded professional.
Try This:
- Before your evaluation, invite your principal to a tuning protocol or project brainstorming session.
- Follow up your observation with a reflection email: “Here’s what I was trying to do, what worked, and what I’m still figuring out.”
- Ask specific questions: “How did you see student voice show up today? Do you have suggestions for how I might stretch collaboration next time?”
Your growth mindset is contagious. 🧠✨
Conclusion: Evaluations as Empowerment, Not Anxiety
It’s time to flip the script.
Evaluations in a PBL classroom are not performance reviews—they’re growth conversations. They’re about aligning your goals with your school’s vision. They’re about reflecting, refining, and renewing your “why.”
So the next time an evaluation is on your calendar, remember:
🌟 It’s a chance to collaborate, not a test to pass.
🌟 Even on a quiet day, your PBL moves matter.
🌟 Communication isn’t just helpful—it’s a superpower.
You’ve got this. You’re not alone in this work. Whether you’re experimenting with a new project or refining a well-loved one, your leadership matters—inside your classroom and beyond it.
Ready to Take the Next Step?
🎯 What PBL move will you highlight in your next evaluation?
🎯 How can you invite your principal into your next project cycle?
🎯 What’s one question you can ask to turn feedback into fuel?
Let’s teach inspired. Let’s grow boldly. Let’s make evaluations a springboard—not a stressor. 💥