Professional Growth: Informal Peer Observation

<p>The practice of peer observation has recently gained attention as educational and political leaders examine teacher effectiveness. Prior research studies about peer observation were mostly conducted in secondary universities or in schools where this practice was voluntary. Since this practice has recently become mandated, this qualitative case study examined how teachers perceived the experience of informal peer observation in relation to their professional growth. The study was conducted in a Pre-K-8 public school for three months while teachers participated in informal peer observation rounds. When teachers completed their informal peer observation, they filled out the peer observation documentation forms and answered questions about their experience either in a questionnaire or through an online focus group discussion. The collected data were coded, analyzed, and organized in relation to the research questions. Six themes emerged from the data: <em>choice</em>, <em>collaboration</em>, <em>time</em>,<em> autonomy</em>, <em>observational learning</em>, and <em>professional growth</em>. This research revealed that teachers felt that informal peer observation had a positive impact on their professional growth. As school leaders continue to examine teacher effectiveness, researchers studying professional development are listening more carefully to teachers’ perspective of this practice. This study offers recommendations for school leaders and educators involved with informal peer observation.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2017

Author dc:creator

• Clark, Carolyn A.

Contributors dc:contributor

• Grania Holman
• Corinna Crafton
• Cara Kenney

• peer observation
• peer review
• formative evaluation
• teacher effectiveness
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Elementary and Middle and Secondary Education Administration
• Elementary Education

Repository record dc:identifier

https://dune.une.edu/theses/116

OAI identifier oai:identifier

oai:dune.une.edu:theses-1115