Studies show that teachers make up to 1,500 decisions in a single school day. Teachers need evaluation and professional learning systems that reflect the realities of their work.
GUEST COLUMN | by Ilya Zeldin
MUHAMMAD USENG
Teaching is a profession defined by decisions. Every day, teachers make countless choices – adjusting lesson plans, responding to student needs, and navigating classroom dynamics. These decisions are often made on the fly, with limited information and under significant pressure. Striving for perfection in such an environment isn’t just unrealistic; it’s counterproductive.
Making the best decision with imperfect tools and systems is an essential skill for teachers. But to do so, teachers need support that many current evaluation and professional learning systems fail to provide.
‘Making the best decision with imperfect tools and systems is an essential skill for teachers. But to do so, teachers need support that many current evaluation and professional learning systems fail to provide.’
How do we address this gap while embracing imperfection as part of growth?
The Classroom: A Hub of Constant Decisions
Consider this: studies show that teachers make up to 1,500 decisions in a single school day [1]. Each decision, whether it’s about content delivery, classroom management, or student engagement, carries weight. A seemingly small choice can shape how a student learns, behaves, or feels about school.
But what happens when the systems intended to support these choices – evaluation and professional learning – are broken? Too often, they focus on compliance rather than providing practical, actionable feedback. Teachers are left navigating high-stakes decisions with tools that don’t match the complexity of their roles.
Why Perfect Decisions Are Unrealistic
Decision science tells us that perfection isn’t the goal [2]. Instead, we aim for decisions that are “good enough” within the constraints we face. This is known as satisficing – choosing a solution that meets the immediate need, even if it’s not flawless.
For teachers, constraints might include time, diverse student needs, or unclear evaluation metrics. The key is equipping them with systems that reduce these constraints, offering clarity and actionable insights.
Supporting Teachers Through Better Systems
Teachers need evaluation and professional learning systems that reflect the realities of their work. Here’s what that looks like:
Timely Feedback. Teachers shouldn’t have to wait for an end-of-year review to know how they’re doing. Systems should provide regular, real-time insights that align with their day-to-day challenges.
Aligned Professional Learning. Feedback is only helpful if it’s connected to growth opportunities. Systems must bridge the gap between evaluation and professional learning, providing targeted resources for improvement.
Flexibility. Teaching isn’t one-size-fits-all, and neither should the systems that support it be. Systems must adapt to local needs, district standards, and individual teacher goals.
When these elements come together, evaluations aren’t just about compliance – they become tools for empowerment.
Imperfection as a Pathway to Growth
Mistakes are inevitable, but they’re also valuable. Reflecting on decisions – both good and bad – helps teachers refine their practice. Embracing imperfection doesn’t mean settling for mediocrity; it means recognizing that growth comes from continuous learning and adaptation.
‘Embracing imperfection doesn’t mean settling for mediocrity; it means recognizing that growth comes from continuous learning and adaptation.’
Schools thrive when they foster a culture that encourages reflection and continuous learning rather than focusing on the fear of making mistakes. When teachers feel supported in exploring new approaches and learning from their outcomes, they experience professional growth – and their students reap the rewards.
The Power of Collaboration
Teachers don’t make decisions in isolation. Peer feedback, mentorship, and collaborative planning are essential to navigating the complexities of teaching. For collaboration to thrive, schools need more than just a culture of teamwork – they need a structured approach. Effective systems integrate the tools, processes, and dedicated time that make feedback and professional learning a seamless part of work.
By fostering collaboration within a thoughtfully designed framework, schools empower teachers to make better decisions, grounded in shared knowledge and experience. This leads to stronger outcomes for both educators and their students.
Conclusion: Better Systems, Better Decisions
Teachers are asked to make high-stakes decisions every day, often with limited support. By creating systems that embrace imperfection, provide actionable feedback, and foster collaboration, we can empower teachers to make the best decisions for their students.
The path to better decisions isn’t about eliminating uncertainty – it’s about building the tools and environments that allow teachers to thrive despite it. And when teachers thrive, so do their students.
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NOTES
1 https://www.garnpress.com/news/how-many-decisions-do-teachers-make-every-day and https://www.continentalpress.com/blog/tips-for-reducing-teacher-decision-fatigue/
2 https://betterbalancepsychology.com/blog/why-you-should-strive-for-excellence-not-perfection
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Ilya Zeldin is the founder and CEO of 2gnoMe (To-Know-Me), a leading platform for professional learning and teacher development. With a passion for using technology to empower educators, Ilya has spearheaded initiatives to connect evaluation systems with actionable learning, benefiting schools and districts worldwide. His work focuses on fostering growth, equity, and engagement in education.
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Original Article Published at Edtech Digest
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