Hit PLAY to hear Benjamin Williams discuss the mechanics of working collaborately.
We try to use the last column to “spread out” the observations so that not one particular teacher has numerous visits. This “menu” allows teachers to both showcase their own ideas, strategies, and successes and to find colleagues who are willing to share much-needed ex- amples of success. Giving teachers the choice to choose growth areas to observe is appreci- ated and should be maximized. Another “helpful hint” for principals is to secure several days of sub coverage so that teachers can “lock in” specific times without coverage being an issue.
4. Share the Success: Encourage Vertical Conversations and Further Teamwork
Trust must emerge as a key quality in this process. For this approach to be effective, teachers must know that they are truly not being evaluated by a colleague, but that effective collaboration re- quires an honest look and sharing of feedback. We encourage positive, yet helpful feedback from one colleague to the next and we have a form (See TABLE II) to help this process along.
We do not insist that this information be shared with administrators; we instead advocate sharing the feedback solely with the teacher. This provides collegial opportunity to start a conversation that may span experience levels, grade levels, and subject areas. Teachers have noted that this truly provides a “window” into the successful work that is being done in class- rooms right down the hallway. Reeves (2008) encourages educators to “recognize effective practices simply and clearly throughout the year” (p. 24) in an “adult science fair” approach; the principal can facilitate this while instilling a sense of collaboration across grade and sub- ject levels. Peer observations have strengthened trust, admiration, and appreciation among colleagues; and the school community is the beneficiary.
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Virginia Educational Leadership
Vol. 7 No. 1
Spring 2010
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