Presented by Tricia Baumann

Understand how collegial observation is a beneficial PD resource Know how to establish a culture that fosters a collegial observation system Practice a collegial observation system using RHS’ Fast Five model Decide how to utilize collegial observations as professional development in their own schools

Joellen Killion, National Staff Development Council’s Dir. Of Special Projects, added that a solid repertoire of professional learning is focused on student results—standards-based, school-based, and content [or topic] specific…and includes observation.”

Not all teachers need the same level of training A teacher places the most value in PD that meets his/her current needs Teachers’ observations are focused around one topic Teachers can learn by observing and making cross-curricular connections

Opportunity for reflective dialogue with and among teachers Sense of shared responsibility Increased focus on student achievement Increased trust and collegiality among staff Pulse on the overall PD needs of the teachers

Opportunity to engage in reflective dialogue about their work Improved classroom practices Welcoming and collaborative atmosphere The comfort of knowing someone is there for immediate support

Improved school morale On-going focus of continuous improvement Increased enthusiasm for teaching Community of trust among staff Use of observation as learning, not just evaluation

Clearly explain the purpose of your observation system Stay out of the process Gather resources If possible, free up time for the observations Have teachers reflect personally and within small groups (PLCs) Must develop trust among staff members Non-evaluative! Must begin by encouraging master teachers to invite their colleagues into their classes

Teachers observed colleagues five times each semester and reflect on their own teaching practices through PLC discussions and personal reflection at the end of each semester.

Peer-review or learning walks Visit classrooms, gather artifacts, talk w/ students Make factual statements (and posing questions about observation) Observer is self-reflecting on own practices Use reflection as basis for group discussion

1.Of rigor, relevance, and/or relationships, what area did each teacher need the most professional development? 2.Teachers narrowed the R3 topic by selecting a purpose for the observation. For example, if the topic is rigor, they might want to learn how to motivate students to persevere through challenging content. Or if the topic is relationships, they might want to learn how to build a classroom environment where students actively contribute during group work. 3.Before they chose someone to observe, teachers established a focus for the observation. (Are you focused on content? Classroom management? Student engagement? Learning activities?) 4.With the help of their supervising AP, department chair, or other colleagues, teachers found someone who excellently modeled what they identified as a personal focus.

1.We encouraged them to ask colleagues face-to-face to observe and follow-up with an request including the observation purpose and focus. 2.Encouraged them to consider asking that teacher to observe them for the same purpose and focus.

1.Teachers could either do observations on their own or as a PLC. 2.Each teacher was responsible for doing five a semester. 3.PLCs were asked to discuss their Fast Five observations at least once during each six-weeks period. 4.PLCs were encouraged to invite Academic Dean and/or AP for their Fast Five discussions.

Some teachers weren’t completely clear about expectations. We suggested (but didn’t require) teachers to observe colleagues outside of their departments. Teacher buy-in happened quickly. Teachers started inviting colleagues (building-wide) to observe their classes. Teachers were willing to take risks because they saw new ideas in action. The most powerful visits happened when PLCs went together.

How do you foresee using a system of collegial observations as professional development in your school?

Professional Development for Language Teachers: Strategies for Teacher Learning by Jack C. Richards and Thomas S.C. Farrell “Twelve Tips for Peer Observation of Teaching” by Zarrin Seema Siddiqui, Diana Jonas-Dwyer, and Sandra E. Carr Education World: “Teachers Observing Teachers: A Professional Development Tool for Every School” “Why Most Professional Development for Teachers is Useless” by Valerie Strauss