Activity: Work with others to establish a system of peer observation.

Description: I worked with the administrator to establish a system of peer observation.

This included research of the benefits of a peer observation system, the steps that would
be taken to implement the system in our building, and the process of feedback among the
observing teachers.
What went well?
I researched peer observation programs and the benefits they had in school settings.
From this research I created a handout to give to each teacher. The handout included the
research that I found, as well as the plan to implement this in our building. After creating
the handout, I met with my administrator and reviewed a copy of the handout in order to
make modifications. She reviewed it and did not have any modifications to make. I also
created a form that teachers could use to complete during the observation, to guide them
on things to observe. After a few teachers observed in other classrooms, I was beginning
to hear positive things. For example, one fourth-grade teacher told me about her
observation in a first grade classroom during the reading block. This observation made
the fourth grade teacher realize that she was not differentiating work for her lower level
learners, and that she could do this by communicating with the first grade teacher. She
also learned an organizational strategy from the teacher.
What did not go well?
One teacher voiced the concern that this process would become a point of gossip (who is
the best teacher and who isnt). Also, one of the concerns dealt with scheduling issues.
For example, one teacher expressed that each grade level had the same planning period.
Therefore, he/she would likely have to use their planning period to observe. This is what I
expected; however, some teachers voiced the concern that it would be helpful to observe
teaching in his/her own grade level. Teachers also expressed that only one subject would
be observed during his/her planning period, because of the structure of the academic
blocks.

Given the chance to do it again, how would you do it better?

I would begin by creating a committee to help design the peer observation system. The
committee would consist of one person from each grade level, and could assist in
working out the glitches in the program. As a committee we would be able to bounce
questions and ideas around to each other, and even create a schedule for the observation
dates and times. Another aspect, I would consider, is beginning the program with a few
teachers who would like to be observed. This would allow other teachers to come observe
them first, and understand how the process works. I would also hold a faculty meeting at
the end of every semester where all teachers could collaborate and share things that they
have learned from the peer observation program. We could also use this time to adjust
things, in order for the program to be more effective.
The handout that was presented at the meeting:
Peer Observations
Peer observation is the process of colleagues observing others in their
teaching, with the overall aim of improving teaching practice.
When the main focus of peer observation is on helping colleagues
develop their teaching, the process is often conducted as a reciprocal
exercise, with staff observing each other, sharing their insights and
providing mutual support (Bell 2005). The information generated in
these "peer- observation partnerships" (Bell 2005) usually remains
confidential and in the control of the observed staff member.
Reference:
Hendry, G. D., & Oliver, G. R. (2012, April 24). Seeing is believing: The benefits of
peer observation.
Journal of University Teaching & Learning Practice, 9(1), 1-9. Retrieved
November 2, 2014, from

http://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1262&context=jutlp
BENEFITS of PEER OBSERVATIONS:
It provides an opportunity for novice teachers to see what more experienced
teachers do when they teach a lesson and how they do it.
It also provides an opportunity for the experienced teachers to see how someone
else deals with many of the same problems teachers face on a daily basis.
Observing another teacher may also trigger reflections about one's own teaching.

It brings teachers together who might not normally have a chance to interact and
provides an opportunity for the sharing of ideas and expertise, as well as a chance
to discuss problems and concerns.
It is a means of building collegiality in a school.
It can be a way of collecting information about teaching and classroom processes.
It provides an opportunity to get feedback on one's teaching.
It is a way of developing self-awareness of one's own teaching.

Reference:
Richards, J. 6 Peer Observation. Professional development for language teachers, 85-97.
Retrieved November
2, 2014, from http://www.professorjackrichards.com/wp-content/uploads/Professionaldevelopment-for-language-teachers-Chap-6-Peer-Observation.pdf
________________________________________________________________________________________________
________________________

So, why are we doing this?

This is something that we included in our SIP in order to make gains in student
achievement.
These peer observations will create more unity among our staff.
It will help us become better teachers!
The

Plan:
Decide who, what, and when you will observe.
Notify the other teacher 48-72 hours in advance that you would like to observe.
Observe them during one of your planning periods.
Observe for a minimum of 20 minutes.
Debrief with your grade level about what you observed, what you thought went
well, what and how you could incorporate something from the observation into
your teaching.
Give feedback to the teacher your observed-through meeting or memo.
________________________________________________________________________
__________________

Things to remember when you are observing a

colleague:

1) This is to be used as a positive learning experience. NOT as an I

GOTCHA!
2) Notify the teacher you are visiting at least 48-72 hours prior to your
visit.
3) Your visit should last a minimum of 20 minutes.
4) Do not put the name of the teacher visited anywhere on the form.
5) Remember to give feedback after the visit through personal contact
or memo.
6) Give a copy of your completed form to Ms. Johnson.

The form that teachers can use during the observation:

Focus on Learning Peer Observation Form
Your Name: _________________________
Date of Visit:
__________________
Subject being taught when visited: _________________
Time Arrived/Departed:________________
1. Describe what are students DOING. (Receiving information, applying
skills, practicing newly acquired skills, time on task, participating in collaborative
activities, using resources other than textbook, etc.)

2. Describe what are students PRODUCING. (Interest in subject

matter, competency in reading, writing, or mathematics, critical thinking skills, ability

to follow directions, time management skills, respect for others, self-discipline, etc.)

3. What interactions are going on between teacher/student

and/or student/student? (types of questioning, wait time, expression of
personal opinions, debates, etc.)

4. How are the students challenged to think and to communicate their thoughts
orally and in writing?

5. How are students REWARDED OR RECOGNIZED by the

teacher and/or other students?

6. What provisions are being made for STUDENTS WITH

SPECIAL NEEDS?

7. What was the best evidence of learning observed in this class?

8. As a visitor, what did you gain or learn from this visit?