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TABLE II: Observation Feedback Slip

My Name:

Classroom Visited/Date/Time of Visit:

What I Saw (objective and details): What I learned:

Questions/Comments/Other:

When finished, please place this note in the teacher’s box-please be sure to update Column 5 on the spreadsheet- thanks!

Recent research shows that teachers play a valuable role in serving as a “field tester” to “ef- fectively maximize learning” (Wiggins & McTighe, 2007, p. 159). Wiggins and McTighe ask, “What is the teacher’s job when not teaching?” and note the importance that technology plays in enabling the contributing educator-researcher in “developing, storing, and transmit- ting curricula electronically” as well as serving as a “troubleshooter” in identifying target or “problem areas in student learning and to work with colleagues to find solutions” (p. 159).

Tony Wagner (2006) has advocated for a “shared vision of good teaching” and notes that “achieving a shared vision of what is good instruction is much more difficult than most people imagine” (p.29). By instituting a clear framework based on technology and teamwork, the instructional leader can pro- vide the mechanism to make effective collab- orative observations and feedback happen and jumpstart the collaborative process.

Hit PLAY to hear about the opportunity for teachers when using peer observations.

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