That's not what this was.
We were playing a review game. Low tech vocabulary review where students race to write the vocabulary word that matches the description / definition I read. This was followed by deeper discussions about the connection of these words to themes we've been discussing in class. The kids had fun (some periods a little too much) and they were able to review for their test.
The first period a department chair came by just out of curiosity. He wanted to see what I was doing, potentially to use the same technique down the line as a test review. He didn't just stand there with a clip board, frown, and check things off that I was / wasn't doing properly. He got involved and participated. He had fun with the kids.
Attracted by the commotion, the principal walked in, the kids explained what they were doing, and he too got involved in the game with the kids.
The third, in the same period, was a passer by, a teacher on a planning period. Curiosity brought him in and he stayed around and watched for a little while.
The last was another department chair who, while taking a few notes, also participated in the activity and had fun with my students.
What followed is the most important part of the evaluation, the feedback. I spoke with both department chairs about my class. They both liked it, but the cool thing was that one of them said she has no idea how I'm able to teach with all of that going on and that my kids are in for a rude awakening when they get to her class, but it looks like its working for us. The acknowledgement that our methods are different but that it's ok was really cool to hear. I don't hear that too often anymore, but I'm a believer in that. While it may not be my way, if it's working for you, I'm ok with it.
Observations can be powerful tools for helping teachers improve. I'd venture to say that if they were used effectively and were formative for teachers, they wouldn't be so feared/hated in teacher circles.