The Cost of Free: Why Teaching Demo Classes Undervalues Educators

I recently interviewed with a new teaching organization, and the interview was progressing smoothly until they asked me to provide multiple demo classes. Initially, the interview was positive and encouraging; my qualifications and experience were appreciated. However, the dynamic shifted entirely when the request for several demo classes came. The process suddenly became a test of my teaching skills and an ordeal that seemed to disregard the value of my extensive background. After 28 years of teaching, three master’s degrees, and a PhD, this expectation was infuriating. It felt like my extensive experience and academic achievements were overshadowed by an unrealistic and reductive evaluation method.

This experience highlights a broader issue with the demand for demo classes in the teaching profession. Being asked to teach a demo class repeatedly can be an exhausting and frustrating experience for educators. While I understand that schools and institutions want to ensure they are hiring the best possible candidates, the constant demand for demo classes often feels like an unnecessary burden that undervalues a teacher's time, expertise, and experience.

Firstly, the demo class itself is an artificial construct. Teaching isn’t just about delivering a single, polished lesson; it’s about building relationships with students, understanding their individual needs, and fostering an environment where learning can thrive over time. A demo class, however, well-prepared, can only offer a snapshot—a mere glimpse of what a teacher is capable of. It fails to capture the complexities of long-term teaching, where adaptability, patience, and continuous assessment are essential. Being asked to reduce my entire skill set to a single class feels reductive as if my abilities can be neatly packaged and judged within such a narrow frame.

Moreover, preparing for a demo class is time-consuming. Each institution has its expectations and definitions of what a "successful" class looks like. This requires customization for each demo, which demands significant preparation. As an experienced teacher, my time is valuable. I spend countless hours crafting lesson plans, grading papers, and providing feedback. Adding the stress of preparing multiple demo lessons on top of my regular duties stretches me thin and takes away from the energy I could invest in my current students.

Another issue is that the repetitive nature of demo classes often feels demoralizing. After years of teaching, with a track record of successful outcomes and glowing references, I still have to prove my worth repeatedly. It’s as if my years of experience, professional development, and past successes count for nothing in the eyes of potential employers. This constant demand for validation can wear down even the most passionate educators, making them feel unappreciated and undervalued.

Moreover, no other profession asks for free demonstrations of their skills in this manner. Imagine if engineers, doctors, or lawyers were required to perform free consultations or presentations to prove their competence repeatedly before being hired. Such a practice would be deemed unreasonable and disrespectful. Yet, in the teaching profession, it has become a norm to expect educators to prepare and deliver free demo lessons as part of the hiring process. This disparity highlights a lack of respect for the teaching profession and teachers' expertise in their roles.

Finally, the demo class can sometimes feel like a performance rather than an authentic teaching experience. Knowing that you’re being judged can create an environment of anxiety rather than one of genuine connection and teaching. It can lead to a focus on style over substance, where the goal becomes impressing observers rather than effectively engaging with students. This pressure undermines the true spirit of teaching, which is about fostering understanding and growth, not putting on a show.

In conclusion, while demo classes are intended to assess teaching candidates, they often fail to capture a teacher’s full capabilities. The demand for multiple demo lessons can be draining and disrespectful to seasoned educators. After years of dedicated service, advanced degrees, and a proven track record, it is disheartening to be reduced to a mere performance. Schools and institutions need to acknowledge the limitations of this approach and develop more comprehensive and respectful methods for evaluating potential teachers—methods that genuinely reflect the depth and breadth of what we bring to the classroom.