Being observed in the classroom can rattle any teacher’s nerves. But, teacher observations that serve as vehicles for professional growth, rather than performance evaluations, have multiple benefits to teachers, administrators, and the school at large. In spite of the fact that peer-to-peer observation — that is, teachers observing teachers — is the most powerful way for teachers to improve their practice, it is very unpopular in our schools. This could be due to limited time, lack of trust among peers or its usage to evaluate performance. However, this kind of observation can yield its greatest benefits when used as a means of sharing instructional techniques and ideologies between and among teachers. It is also an important way of helping less experienced teachers to improve their teaching skills and absorb the shared values of an institution. That said, simply having teachers visit other classrooms will not fully realise the potential of peer-to-peer observation for improving instruction and, ultimately, learner experiences unless it is done effectively. Albert Einstein once wrote, “If I had an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask . . . for once I know the proper question, I could solve the problem in less than five minutes.” Similarly, before entering into any peer-to-peer observation, the focal point of the observation needs to be crystal clear. Are we trying to understand instructional practices or student engagement? Answering these questions prior to an observation creates a transparent and safe environment for teachers, who may feel under the microscope and vulnerable when peers come to observe. Once this is established, a briefing session should be scheduled by the paired members of staff before the observation, to discuss arrangements, areas and methods of observation just so they are on the same page. The peer observer then observes the class while taking objective notes on the areas identified. A debriefing session is then held promptly (no later than 48 hours) after the teaching observation where the peer observer provides feedback on the teaching session and the ‘observee’ has the opportunity to reflect on the session using observations noted by the observer. This stage needs a lot of objectivity and honesty in order to establish strengths and weaknesses. From this description, time comes up as a very important component of peer observation: time to meet and establish the goals of the observation; time to plan the observation; time to find/develop the protocols and tools to use during the observation; time to conduct the observation; time to debrief after the observation; and time to implement changes based on the evidence/knowledge gathered during the observation. Expecting teachers to just use their already-limited planning time will result in a less fruitful experience, and is likely to be met with resistance. With this approach, observations will not be sustainable. Teachers need to feel that observations are a key part of how they improve their practice, not one more thing they have to do. Another fundamental thing needed is administrative support. The leaders should support their teachers to create a school culture where observations can thrive. This can be done through the emphasis of professional growth rather than performance evaluations that threaten job security. The administration should also support peer observation by creating regular professional development sessions that enhance skills in teaching. Let us embrace the culture of peer-to-peer observation to improve our instructional practices. Whether departmental or across disciplines, peer-to-peer observation achieves tremendous results when done effectively.
