New Avenues to Better Teaching

This month ERG has focused on Instructional Leadership and Peer Coaching.  In one of our recent newsletters it was noted that ” Leadership in education is about learning – and not just the empowerment of student learning.  As instructional leaders, teachers assume a wide range of roles to support the learning needs of students – as well as our colleagues.  Teachers can lead and support the learning of each other.”

So why don’t we support each other’s learning more often?  Why are we shying away from peer to peer observations?  On the whole teachers tend to view any observation as judgmental.  They view the  feedback as overwhelming and sometimes even worthless, and they are rarely part of the process for deciding what the peer will observe (classroom management, pacing of lesson, types of questions asked).

Observations don’t have to be this way, however.  When conducted in the spirit of collegiality, they can be helpful to new and experienced teachers.  Novice teachers are able to see how more experienced peers teach a lesson.  Seasoned teachers are given the opportunity to see how someone else handles some of the same difficulties they encounter.

Now how can we create environments where peer observations become less intimidating and more responsive to what teachers need and want?

• Share with your observer if there are any particular areas you would like for her to pay attention.  For instance, you may feel that too many students in your class are not participating.  You’ve tried asking more questions of them, but it hasn’t helped.  An outside observer should have some suggestions based on the chemistry she observes between students.
• If you are the observer, ask the teacher what she would like for you to hone in on.  Pick one or two areas.  Remember that one complaint about feedback is that it’s too overwhelming.
• When you give your feedback, choose the area you agreed to focus on or the area that will help boost instruction the most.  Be specific.  Give an example of how you have handled a particular situation.  Always start and end with a positive!
• Be open to what your observer is telling  you.  This is another set of eyes to help you and not find fault with what you’re doing.  If you disagree, give your point of view respectfully.
• Both participants in the observation need to take time to reflect on the lesson with each asking herself, “What did I learn about my/her teaching? What would I do differently next time in regards to the observation?”

Observations are essential for improving instruction and student learning.  Peer observations offer the chance to learn from each other in a non-evaluative situation.  They give educators the chance to examine and reflect upon their instructional practices.  They provide the opportunity to discuss, change (tweak), and implement new materials and strategies.  They can provide new avenues to better teaching.