Peer Observations: The Fabric of School Cultures

Peer observation is coming into its own. One of the primary reasons is the increase in the number of induction and mentoring programs that require, or at least recommend, peer observations as a format for mentoring interactions. Another reason for the wide spread use of this professional development approach is that many colleges and universities include classroom visitations in their teacher preparation programs and require pre-service teachers to both observe and be observed with more focus and frequency. A third reason is that we are re-defining peer observation to better match the realities of the work life of teachers. Finally, the Gen Xers and Millenials, who have grown up receiving information and instant feedback through technology, want and expect instant feedback at work. Two or three observations a year culminating in a formal appraisal in the spring is not their idea of instant feedback. In fact, most young teachers are more than eager to not only be observed but to be given the opportunity to observe other teachers in their practice.

Source: Paula Rutherford, Contributed by Kathleen Chapman, NESS Program Facilitator