PEER OBSERVATIONSCONGRATULATIONS!!

You’ve got the job!

Julie AdamsLewis County Schools

Now what?

I can examine the benefits of peer observation.

I can demonstrate understanding of the PGES protocols for the peer observation process.

What is the purpose of peer observation?

The purpose of Peer Observation is for teachers to receive formative feedback from a peer to help improve their practice. 

The Peer Observation is only shared between the teacher and the peer and is an opportunity for teachers to engage in collegial conversations concerning pedagogical practice.

Teacher Driven

Teachers should guide the observation process.  Empowering teachers to share with peers their expectations from this partnership will allow peers to more effectively tailor their feedback.

Teachers collaborate with one another to establish observation specifics.

What are the benefits?

Observing others to identify areas of growth in the Kentucky Framework for Teaching or other standards.

Observing others with one focus in mind, such as looking for areas of growth in student engagement.

Observing others to see what new ideas we can walk away with such as formative assessment and differentiation.

Peer Observer Requirements

704 KAR 3:370 requires every teacher to have one Peer Observation during his or her summative cycle; this is a minimum requirement and should not dictate the frequency of peer-teacher contacts.

Peer Observers

will observe, collect, share evidence, and provide feedback for formative purposes only

will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted.

Peer Observer Qualifications

peer observer is trained certified school personnel

Peer Observers participating during the summative year observations will complete the state developed training once every three years.

Protocals

All required peer observations must be documented in CIITS (time, date, evidence).

All peer observations documentation will be accessed only by the evaluatee

All peer observation scripting must be evidence based, not biased or interpretative statement. All teachers will receive a peer observation in their summative year.

Screenshot of CIITS

The Process (Pre-Observation)

Initial Contact Pre-Conference

› The pre-observation conference begins the collaboration process. Use this meeting to learn about the context of the class, the focus/and or goals of the particular session to be observed and the student outcomes the teacher aims for in the session.

› Questions to Consider

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Pre-observation Form

Teacher Name

Conference Date Observation Type

M1 M2 M3 Full Observer Name

School Grade Level

# of Students

# of IEP Students Date of Lesson

Subject

Topic Time of Lesson

The questions below must be filled out by the teacher prior to the observation taking place. This may be completed and submitted to the principal or completed in a face to face

pre-conference. Guiding Questions from the Framework for Teaching

Domain 1: Planning and Preparation 1. Is the lesson based on current standards?

2. Are the learning targets congruent with the current standards? Explain.

3. Are instructional activities congruent to the learning targets/standards? Explain.

4. Will students work in partners, groups, etc? How were they paired up and why?

5. Where did you obtain lesson and is it a reliable resource?

6. Does lesson offer links to other math content and/or other content areas?

7. How do you plan to assess students? How do you plan to use the results of the assessment?

The Process (Observation)

During the observation you should be as unobtrusive as possible. Students will know you are there, but try not to call attention to yourself.

Feel free to take a clock or timer and a copy of the framework if necessary. Your ultimate goal is to script evidence.

Length of observation can vary between districts

The Process (Analyzing Evidence)

After leaving the classroom, work through the evidence collected, check for bias or interpretation, and connect the evidence to each domain.

You will want to complete this within two days of the observation while the lesson is fresh on your mind.

After finalizing the evidence, you may want to share it with your peer to allow her or him time to look through it before the post conference.

The Process (Post Conference)

The post observation conference is the opportunity for the peer observer and teacher to review the evidence and facilitate teacher reflection.

As peer observer, you are not evaluating the teacher, your task is to share the evidence and facilitate the discussion. “How do you think the lesson went?” is a good conference starter that allows the teacher to reflect and start the conversation.

Use the framework as a guide for your discussion.

PEER OBSERVERS• will observe, collect, share

evidence, and provide feedback for formative purposes only

• will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted.

QUALIFICATIONS• peer observer is trained

certified school personnel

• Peer Observers participating during the summative year observations will complete the state developed training once every three years.

PROTOCALS• All required peer

observations must be documented in CIITS (time, date, evidence).

• All peer observations documentation will be accessed only by the evaluatee

• All peer observation scripting must be evidence based, not biased or interpretative statement.

• All teachers will receive a peer observation in their summative year.

Review

Now…What are your thoughts? Questions?