Missing the Mark: How Teacher Observation Protocols Overlook Autistic Educators
I received an article about formal teacher observations from my employer’s automated spam bot. As is always the case with the BigEd spam, it notably falls short in addressing the unique needs and experiences of autistic teachers like myself, primarily focusing on neurotypical educators. This oversight is significant because not all teachers approach teaching and professional growth in the same way; failing to consider this diversity excludes the perspectives of neurodiverse educators.
Effective teacher observations should appreciate the diversity of teaching styles, particularly the unique strengths and challenges faced by autistic teachers compared to their neurotypical peers. Autistic teachers bring an invaluable attention to detail, honesty, and a profound knowledge of specific subjects, enriching the student learning experience. However, challenges such as managing social interactions, adapting to changes in routine, or navigating unwritten social norms can affect our teaching style and effectiveness. Sadly, current administrative training programs lack the necessary focus on these differences, typically employing a one-size-fits-all approach that may not support neurodiverse educators effectively.
To improve this, administrative credentialing programs must include comprehensive training on neurodiversity and inclusive practices. Such training should help administrators understand the characteristics of autism, recognise different teaching styles, and provide appropriate support and resources. This preparation can enable administrators to engage in open and honest communication with autistic teachers, fostering a collaborative environment that truly supports diverse educational needs.
Observation protocols too must be flexible enough to accommodate the varied needs of educators. For many autistic teachers, structured and predictable observation processes, which include clear goals and specific, objective feedback, are essential. Enthusiastic feedback, while well-intentioned, can sometimes be overwhelming. Detailed, constructive feedback that focuses on particular areas of our teaching can be more beneficial, helping to hone our methods and enhance our effectiveness in the classroom.
Moreover, the process of observation should be tailored to respect the individual teaching strategies of autistic educators. As an autistic educator who experiences both alexithymia and heightened empathy, my approach to formative assessment and building classroom culture is distinctly tailored to suit my interaction styles. Observations should not expect autistic teachers to conform to a standard set of practices but should be adaptable to our unique methods.
Whilst some “experts” advocate for collaborative and coaching-based observations, it's important to recognise that autistic teachers may respond better to more structured, predictable observation formats. Knowing what to expect can significantly reduce the anxiety and stress associated with being observed, allowing us to focus more effectively on our teaching rather than the observational process.
The potential of AI-powered tools in providing automated, objective feedback on instructional practices is also intriguing. Such tools could offer autistic teachers clear and direct feedback, free from the subjective nuances of human evaluators. However, these tools need to be designed with input from neurodiverse users to ensure they meet the actual needs of autistic teachers, providing feedback that is both accessible and actionable.
Finally, the emotional aspect of teacher observations cannot be overlooked. Observations can be particularly stressful for autistic teachers, heightening feelings of anxiety and vulnerability. Observers need to create a supportive and empathetic environment that minimizes stress and focuses on constructive, balanced feedback. This approach not only helps in managing the immediate challenges of the observation process but also supports long-term professional development and well-being.
As such, expanding teacher observation protocols and professional development to inclusively address the needs of autistic educators is essential. By doing so, we not only support the professional growth of autistic teachers but also enrich the educational experiences of all students. It’s time for the educational system to embrace and value the diversity within its teaching workforce fully.
Final thoughts …
It’s particularly frustrating when articles like these, which overlook the unique perspectives of neurodiverse educators, are mindlessly sent to me by my employer’s automated communication systems. These systems, ostensibly designed to enrich our professional experience, instead add to the sense of invisibility that comes from not being seen or understood. Each email feels like a reminder that the nuances of my needs and the value of my contributions are still not recognised within the broader educational framework. This isn’t just about missing the mark on inclusivity; it’s about the continual, albeit unintentional, reinforcement of an educational culture that prioritizes one-size-fits-all approaches over truly understanding and valuing the individual.
The irony of using technology to ‘personalize’ my professional development, only to deliver content that erases my identity as a non-verbal autistic educator, is not lost on me. It underscores a broader issue in our educational system’s approach to professional growth—one where the rush to automate and streamline processes can overlook the importance of genuine, thoughtful engagement with the educators it aims to support. If we are to truly enrich the teaching experience, we need systems that are not only intelligent in their design but also deeply attuned to the diverse spectrum of teacher identities and needs.
As we move forward, it’s essential for educational leaders and administrators to reconsider how they use technology to support staff development. True enrichment comes from acknowledging and addressing the unique challenges and strengths of each teacher. By fostering an environment that truly sees and supports all educators, we can begin to build a more inclusive, effective, and empathetic educational system. This begins with a commitment to understanding and integrating the voices of all educators into the fabric of our educational discourse and practices, rather than relying on automated systems that fail to recognize the individual right in front of them.