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William Sterrett

Benjamin Williams Janelle Catlett

Using Technology and Teamwork to Enhance Peer Observations

“This was a wonderful experience and would be a great to implement into any school. Through- out the school day we don’t know what’s going on in the other teacher’s classrooms so it’s great to observe what others are doing. It is definitely worth the experience.”

Ms. Tracy Saunders, 4th grade teacher

“We had a great conversation about the things we saw in each other’s classroom after the observation. It allowed us to question each other about what we could improve and suggestions about certain areas of the lesson that we need assistance. I think we gained respect for and from our peers by observing these classrooms.”

Mr. Walker Johnson, Kindergarten teacher

“I needed to know how to do something and observing a class allowed me to understand how to implement the assessment. I learned how to do it correctly and if I did not have the opportunity to observe the assessment in action I would not have been as comfortable or confident.”

Ms. Mary Woods, 5th grade science teacher

In an increasingly data-driven world of accountability and managerial demands, today’s build- ing level principal can easily lose sight of growing and developing both novice and veteran teachers’ instructional skills. All too often, instructional leaders see their role of responding to growth areas rather than cultivating and celebrating successes that are already occurring in their building. Douglas Reeves (2008) challenges us to “check out your trophy case. How much space is devoted to academic excellence by teachers and others who directly contribute to the achievement of your goals?” (p. 78). Unfortunately, the best lessons, most effective strategies, and engaging vignettes often go unnoticed in a blur of daily routines and schedules.

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Virginia Educational Leadership

Vol. 7 No. 1

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