Welcome to the Teacher Evaluation Jam by Cecilia Cunningham – Wednesday, 9 May 2012, 08:49 PMTake a few minutes to review my Welcome and Introduction to the Peer Review Process video HERE.One of the most powerful parts of a Peer Review process is the opportunity for teachers to demonstrate what they know, how that affects their classroom and what their school contributions are.
To join the conversation, click on “reply” in the right hand corner of any post, type in your thoughts in the text box, scroll down and click on “post to forum”. Change the subject line if you are changing topics. Scroll down to view all posts, and refresh your screen often to see the latest posts (refresh arrows on your browser, control R for Macs, f5 key for PCs). |
| Re: Welcome to the Teacher Evaluation Jamby Tony Hoffmann – Wednesday, 9 May 2012, 03:12 PM |
| Looking forward to the conversation |
| Re: Welcome to the Teacher Evaluation Jamby Linda Siegmund – Wednesday, 9 May 2012, 03:31 PM |
| Although Peer review is implemented in the school it has been informal among departments. The one time I invited Bret to speak to the English department faculty, they backed out at the last minute. It is happening in every department however there seems to be a fear of actually formally setting it up as a part of our culture and process.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:33 PM |
| Linda, why do you think the one dept backed out at the last minute?
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| Re: Welcome to the Teacher Evaluation Jamby Burt Rosenberg – Wednesday, 9 May 2012, 03:35 PM |
| LindaI wonder if the concern at Middle College has to do with the belief that at your sister school, International, the process could be considered evaluative. If you emphasize that at Middle College it will be non-evaluative, perhaps there could be more buy in
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| Re: Welcome to the Teacher Evaluation Jamby John Starkey – Wednesday, 9 May 2012, 06:24 PM |
| I am happy to have a chance to join the conversation, just got out of meeting. At LaGuardia, I was fortunate to be trained on the Peer Review process by Bret. In reading everyone’s comments, I want to echo the sentiments that getting feedback from colleagues is crucial to our development as teachers. The detailed feedback we get from students that we put in our portfolios is also invaluable. When it comes to constructive feedback, which depending on semantics/tone could be looked at as “critical”, following protocols such as Critical Friends and/or Instructional Rounds are something we’re working on; staying positive, but also giving feedback that can help the teacher improve is a balance we’re all striving for. I am really interested in seeing how some of the MCNC schools do inter-visitation. I know Bret has mentioned some schools do this in small segments…we really want to improve on this aspect of our process.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:27 PM |
| John,You are a good example of a new teacher to principal, greatly affected by the Peer review Process.
In what ways and what kind of data can be used in a Peer review Process that puts the control in the teacher’s hands? Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Ben Gunter – Wednesday, 9 May 2012, 03:17 PM |
| At our schoolthe peer review process was introduced in the context of the faculty meeting.Although there has been resistance at times, the idea that this process isdriven by the teachers as opposed to the administration gives the process somemerit. When I had to go through the process the first time myself I was not tooexcited, but after going through it I realized it was a good way to reflect andfurther develop my teaching practices. Also, it helps for the staff as a whole becauseit allows for stake-holders to build professional relationships with oneanother and helps teachers feel like they have a say. For this process to be successfulit has to be made clear that the administration has no part in the reviewprocess. If the process is done correctly it gives all stakeholders somebreathing room and creates a positive environment for teachers to help oneanother to improve their practices. Furthermore, an effective process ishelpful for the administrative ranks as well because as we all know, teachers can be pretty difficult critics to contend with.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:20 PM |
| Thanks ben for stepping in. What form did the resistance take and how and who addressed it?
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| Re: Welcome to the Teacher Evaluation Jamby Ben Gunter – Wednesday, 9 May 2012, 03:23 PM |
| When the process was introduced people (myself included) were not to excited but once the teachers began to controll the dialogue and the logistics, people seemed to feel more at ease.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:35 PM |
| ben,Can you talk a little more about the challenge that the Peer review Process presented for you?
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| Re: Welcome to the Teacher Evaluation Jamby Joel Negrete – Wednesday, 9 May 2012, 03:21 PM |
| Yes I also have participated in peer review and every year I am able to use the very useful feedback from my peers. I have also learned and incorporated techniques that other teachers are using in their classrooms.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:07 PM |
| Joel, In one sentence you have hit upon a key aspect of our peer review process.
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| Re: Welcome to the Teacher Evaluation Jamby George Phillips – Wednesday, 9 May 2012, 04:24 PM |
| Peer review is less intimidating than a formal evaluation done by the person with hire/fire power over you. Although peers are a difficult audience, as long as teachers know the purpose of the process is to improve rather than to decide your future, there is much less stress. Without stress, people are more likely to open up and accept ideas. If the reduced workload on administrators leads to a better running school, then that is a good result too.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:49 PM |
| Hi George, You are right about the stress. It all boils down to trust. Peers are who we teachers learn from. Since professional development is at the core of peer review it does follow that administrative workload is lightened. Peer review is also a teacher run initiative. Bret
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| Re: Welcome to the Teacher Evaluation Jamby David Genovese – Wednesday, 9 May 2012, 03:25 PM |
| I agree with you Ben. The idea that it’s driven by teachers is super important to our faculty as well. The process can be non-evaluative and very effective at the same time. It’s a great way for administrators who get bogged down in bureaucratic work to get a real in depth look into their teachers’ classrooms.
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| Re: Welcome to the Teacher Evaluation Jamby Jamie Garman – Wednesday, 9 May 2012, 03:41 PM |
| I agree with the benefits of being reviewed by peers instead of administrators. It allows me to be honest about teaching practices. Also, it takes the pressure off of administrators so they can focus on other school matters.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:17 PM |
| Would someone start by describing how it was introduced into your school?
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| Introducing the peer review processby David Genovese – Wednesday, 9 May 2012, 03:20 PM |
| We are in our fourth year of using peer review. We introduced peer review as a school wide initiative at our annual faculty retreat. We asked one of our veteran teachers to be the first subject of the Peer Review Process. We carefully chose a Peer Review chairperson who, our good friend, Bret trained to facilitate the process.For our school, peer review as a collegial professional development model built culture, fostered our Professional Learning Communities and really opened the doors to our classrooms. In terms, of resistance to the process, making peer review a part of our professional development program and not as an evaluative process made everyone much more comfortable.
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| Re: Introducing the peer review processby Cecilia Cunningham – Wednesday, 9 May 2012, 03:28 PM |
| David, NYS has been in negotiation with NYC and the unions to use a value added test score for teacher evaluation. Can you use this process to augment the score based evaluation?
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| Re: Introducing the peer review processby David Genovese – Wednesday, 9 May 2012, 03:40 PM |
| Yes, absolutely! The data in the value added reports are not always accurate. Data can be infused into this process, however viewing the classroom work is much more important. The Peer Review process can be used a real comprehensive protocol for evaluating teacher effectiveness. The Peer Review process is comprehensive enough to certainly augment a value added system. NYC & NYS would be wise to implement such a process.
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| Re: Introducing the peer review processby Terry Born – Wednesday, 9 May 2012, 03:42 PM |
| Joel,I’m really curious to know more about the specific strategies you’ve started to employ and how that compares to your (and other’s) reactions to supervisors evaluating and mandating practice. Did you find Peer Review a gentler way of improving or expanding your repertoire? Did you feel you might have non evaluative support from your peers when you tried something new?
Could you talk about a specific thing you tried or changed as a result of the Peer Review process? Show parent |
| Re: Introducing the peer review processby Kathy Moran – Wednesday, 9 May 2012, 03:51 PM |
| I would really like to know more specifics about Peer Review as a professional growth/professional development process. Would any of the respondents care to volunteer a particular instance where the peer review process helped support a teaching strategy being used? Led to a modification of a teaching strategy? Inspired the teacher to try something out of his/her usual comfort zone?
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| Re: Introducing the peer review processby Joel Negrete – Wednesday, 9 May 2012, 05:11 PM |
| I will share with you things that I have learned from other teachers:In history I learned how this teacher created a template based on cornell notes so that his students could use during his lectures. I adopted what he had for math.I used to grade all the problems from the homework. Now I check that the students completed their homework and I go over the problems that the students deem important.These are some examples on things that you pick up from observing other teachers.
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| Re: Introducing the peer review processby Cecilia Cunningham – Wednesday, 9 May 2012, 03:43 PM |
| David, In order to get the system to recognize this process in your school so that you can use it should a teacher’s rating be threatened by negative test score, have you documented the process as important in a school wide review?
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| Re: Introducing the peer review processby David Genovese – Wednesday, 9 May 2012, 03:52 PM |
| A teacher’s rating should not be threatened by poor data. However, the use of data in the process to help paint a more global view of the teacher’s work could be implemented. In other words, if a teacher has achieved a poor pass percentage on the NYS Regents exams, the Peer Review could give a more balanced picture of the methods and interventions used by the teacher throughout the year to help those students. Data, as we know, is not the be all and end all for our teachers because their students have so many variables. However data can help develop a balanced picture of a teacher’s classroom within this process.
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| Re: Introducing the peer review processby Jamie Garman – Wednesday, 9 May 2012, 04:07 PM |
| Do you think that data should be used at all to gauge the effectiveness of the teacher?
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| Re: Introducing the peer review processby Cecilia Cunningham – Wednesday, 9 May 2012, 04:09 PM |
| Jamie, That is a good question. we live in a data driven culture in education so what data would you think teachers should be accountable for
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| Re: Introducing the peer review processby David Genovese – Wednesday, 9 May 2012, 04:18 PM |
| Jamie, I think data has its place. Classroom data can tell a story about a teacher’s classroom. However, it does not tell the whole story. The problem becomes that systems use data as the whole story. That is where Peer Review comes in.
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| Re: Introducing the peer review processby Natalie Collier – Wednesday, 9 May 2012, 04:25 PM |
| Hi Jamie,I think that there should be some data considered in evaluating teachers, but I don’t think it should be used how we currently use it in our district. There are too many outside circumstances to take into consideration.
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| Re: Introducing the peer review processby Ben Gunter – Wednesday, 9 May 2012, 03:41 PM |
| Our district and union in Los Angeles is dealing with the same fight. At our school, many of us are involved in a pilot assesssment that also uses a value-added method to assess teachers. I do hope that a peer-review type process is also included in the evaluation process and not just “data”…
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| Re: Introducing the peer review processby Cecilia Cunningham – Wednesday, 9 May 2012, 03:46 PM |
| What steps can teachers take to ensure that they are evaluated by more than test scores?
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| Re: Introducing the peer review processby Harold Bretstein – Wednesday, 9 May 2012, 04:02 PM |
| Ben, The Charles School in Ohio is working on using the peer review process as part of meeting state evaluation requirments for its teachers
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| Re: Introducing the peer review processby Ben Gunter – Wednesday, 9 May 2012, 04:06 PM |
| Interesting Harold, I wish we could do something like that in California but there is too much political money and influence here to have much of a say. How did they get the state to cosider this in Ohio?
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| Re: Introducing the peer review processby Harold Bretstein – Wednesday, 9 May 2012, 04:14 PM |
| When Ed Ingman gets into the jam he will be able to give you the particulars as he is a supervisor at the school. Bret
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| Re: Introducing the peer review processby Ed Ingman – Wednesday, 9 May 2012, 06:19 PM |
| Sorry this reply is coming 2 hours after the original, but we have been thinking strategically about using the Peer Review process to meet Race to the Top expectations. Essentially, the state requires that we use student testing data for 50% of the teacher evaluation each year. This will tie into merit pay when it’s fully running in Ohio, but the other 50% is up to the school to determine. So our Race to the Top committee is planning on making part of the other 50% being participation in Peer Review (supporting of colleagues, not outcomes of the process). We love this flexibility and wish we had more. Peer Review is culturally very important to us and our school community.
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| Re: Introducing the peer review processby Terry Born – Wednesday, 9 May 2012, 06:24 PM |
| Ed could you speak more about that? Is there a way you could direct or focus your Peer Review work to also improve outcomes? Is that in your thinking?planning?
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| Re: Introducing the peer review processby Ed Ingman – Wednesday, 9 May 2012, 06:38 PM |
| I think that we are building in the assumption that having faculty engaged in authentic assessment and working with peers on reviewing one another’s classes that we will see classroom management and practices improve. From there, we imagine that the student outcomes would improve. This is a crux of the issue, though, isn’t it. The RTTT ideas and the way the state started rolling all of this out in Ohio seemed very tied to teacher evaluation to the tests. The idea of this strictly outcome-based (and not necessarily correct outcomes) evaluation of teachers boiled their hiring/firing down to state tests. Initially this was the approach, but then they came up with the 50/50 idea in Ohio. We have been participating in 2 pilot programs in the state that are related to these.The first is related to using data to inform our instructional practices (which will officially kick off next year) and the second is about teacher evaluation. That second pilot is giving us the opportunity to voice to some important people the idea of peer review and they have been incredibly receptive. TCS believes that teacher success is partially related to students’ success on these tests, but our number one objective is student success in college classes. To this end, we believe that the peer review process is more authentic and fosters more engagement among staff members.
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| Re: Introducing the peer review processby Brice Dobler – Wednesday, 9 May 2012, 07:05 PM |
| For me there is a tension that I can’t quite resolve:Peer Review is more of a formative process that helps develop teachers.RTTT, from my understanding, is more of a summative process that to aid and evaluate teacher performance.These two goals are not mutually exclusive, but they are different. I think until a ‘fleshed’ out relationship between these two is developed there is a concern, that if married, neither one will fully achieve their goal.
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| Re: Welcome to the Teacher Evaluation Jamby Nick Mazzarella – Wednesday, 9 May 2012, 03:24 PM |
| The process was introduced to the staff at our annual staff retreat. We had Bret do a presentation to the staff and asked for one person to volinteer to be reviewed. It was introduced as a school wide project and the teachers were recptive. We assured them that it was to look at best practices .Now 4 years later it has become a part of our school
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:32 PM |
| Nick,Can you describe your role in the whole process?
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| Re: Welcome to the Teacher Evaluation Jamby Nick Mazzarella – Wednesday, 9 May 2012, 04:04 PM |
| Cece,I introduced the peer review, helped select the chair with consultation from Bret. I was involved in asking the first volunteer. After that the committe has moved the agenda forward to the current system.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 04:05 PM |
| Nick, This is important. A principal can’t be neutral about it. It has to be initiated by the principal but then it is in the hands of the teachers.
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 06:26 PM |
| I agree with Cece. As a building admin I’m involved in the process only so much as it takes to be sure that it is valued by everyone and given priority in the building. I help our chair, Bob Wilson (Social Studies teacher) organize the reviews and follow-ups. I have told him and others that I respect the integrity of the process and it has integrity so long as it is autonomous from the administrative staff and in a hiring/firing capacity. Very important separation and one that we highly value.
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| Re: Welcome to the Teacher Evaluation Jamby Jason Goldberg – Wednesday, 9 May 2012, 03:41 PM |
| The peer review process is a powerful tool. I can speak from experience (having watched fishbowls, and having been a part of fishbowls) that it is has a cathartic impact. All too often teachers accumulate a sense of isolation… They practice their craft in isolation of their colleagues. The peer review process lifts the curtain and allows us to celebrate the best of what we do… I was able to see a colleague of mine practice his craft with masterful precision. Since that time, we have established a dialogue where we are able to examine our pedagogy and talk about our craft.
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| Re: Welcome to the Teacher Evaluation Jamby David Genovese – Wednesday, 9 May 2012, 03:44 PM |
| Jason’s work is an example of how a solid pedagogical community can be built through this process and it opens the door to some really great teacher to teacher dialogue.
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| Re: Welcome to the Teacher Evaluation Jamby Jason Goldberg – Wednesday, 9 May 2012, 03:54 PM |
| Just to follow up with to what David said; the conversations about pedagogy have become very rich since the introduction of the peer review process at B.C.A.. I feel comfortable talking about pedagogy and my classroom practices with everybody in our school. Most importantly, it creates a common language among the staff members around strategies like the K.C.S. and it adds value to the education we provide our students.
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| Re: Welcome to the Teacher Evaluation Jamby Terry Born – Wednesday, 9 May 2012, 04:01 PM |
| I never had the good fortune participate in a Peer Review process, but my understanding is that Peer Review has specific protocols, structures and rituals which help to validate the outcomes and foster growth. I have sensed that those can be customized in individual schools to match their needs and that many of you have specific structures that help you get the most out of the system. Can anyone speak to the importance of owning the process and tailoring the focus so that real measurable growth occurs in your communities for both teachers and students? How does that ability select and design your focus differ from current district and state evaluation trends?
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| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 04:06 PM |
| I am sorry to be a broken record but if I were an outsider looking at the posts, looking for a mechanism for helping teachers improve their teaching strategies and student outcomes – what I see is (for the most part) “glittering generalities”. As an outsider, I would be looking for specific instances where teachers reported on how they grew – not just statements that PR can help growth. Details please?Sorry to be a wet blanket but I hope we get more specifics as the day wears on.
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| Re: Welcome to the Teacher Evaluation Jamby Ben Gunter – Wednesday, 9 May 2012, 04:23 PM |
| Kathy, it is hard to explain in terms of data but the process helps keep staff memebers in check so to speak. In some instances, the peer review process allows teachers to have a strong influence in regards to who stays at the school. At times, pressure from a colleague has much more influence that that of an admistrator. In regards to helping people grow, the peer review process helps teachers see their weaknesses through reflections and classroom obbservations from their peers and provides participants with a forum to help them hear from there coleagues what they need to do in order to improve their practices. It is basically doing what a good administrative team should be doing but in the best cases gives the control to the teachers but I assume you are aware of that.
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| Re: Welcome to the Teacher Evaluation Jamby David Genovese – Wednesday, 9 May 2012, 04:08 PM |
| Terry, the Peer Review process was naturally organic for our school. Owning the process is extremely important for a school. The beauty of the Peer Review process is that it is different in every school because evey school has different needs, wants and goals. This is different from the district model in that one size does not fit all.
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| Re: Welcome to the Teacher Evaluation Jamby Terry Born – Wednesday, 9 May 2012, 04:14 PM |
| That being said, David, I echo Kathy’s “soggy” sentiments: can you be specific. For example, you mentioned KCS (Key Cognitive Strategies- ala Dave Conley), did the group or committee or principal ask teachers to create goals or look for evidence of specific instances where KCS were being explicitly employed, practiced, avoided, etc? Or in the case of Charles School, where we did a yearlong writing initiative- how did Peer Review support, highlight, help to evolve conscious writing practice in classrooms? Or did it?
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| Re: Welcome to the Teacher Evaluation Jamby David Genovese – Wednesday, 9 May 2012, 04:01 PM |
| Jason brings up a great point about common language. The Peer Review does help to create a common language about what good instruction looks like in our school. Common language helps to build and solidify a school community.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:49 PM |
| Jason, I like the lifting the curtain metaphor. What happens of the teacher does not want to engage in this collegial dialogue. What role does the principal play then?
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| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 03:56 PM |
| Jason, Can you be more specific about your colleague or about the dialogue that ensued? Was there a technique that you saw from your colleague that you wanted to try?
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| Re: Welcome to the Teacher Evaluation Jamby Christina Basias – Wednesday, 9 May 2012, 03:44 PM |
| An integral part of being a teacher is being reflective. Even though I am reflective on a daily basis concerning instruction as an educator, I always have my door open fellow teachers to come observe my class and give me feedback, even if it is in the “heat of the moment. “ Even though self-reflection is good, it can also often be limited. Other teachers and supervisors coming into the classroom allow us to look outside ourselves and expand our pedagogy. Visiting other classrooms allows for the same reflection, which is why I am a fan of instructional rounds.I believe as long as peer review is done in a very non-threatening way then it is a very beneficial and eye opening experience for everyone involved. The peer review system should be thought of as a way which is non-judgmental and at the same time a learning experience. Although I have never been a part of the peer review process (since I am a first year teacher) I am excited about allowing my peers the opportunity to visit my classroom, ask me questions, and note their own reflective feedback. Because Brooklyn College Academy has its peer review system as part of our professional development, we have all embraced the idea of peer review as the reflective process of becoming better educators.
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| Re: Welcome to the Teacher Evaluation Jamby Chiedu Okonjo-adigwe – Wednesday, 9 May 2012, 03:52 PM |
| As my colleagues, Ben Gunter and Joel Negrette pointed out, in our schoolsite, there is a momorandum of understanding between the teachers and the administration: that the peer review is solely done by teachers and for teachers. This makes it easier for teachers to be less defensive and open to corrections.
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| Re: Welcome to the Teacher Evaluation Jamby Tony Hoffmann – Wednesday, 9 May 2012, 03:55 PM |
| Does anyone feel that the reviewers get as much out of peer reviews as the reviewee?
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| Re: Welcome to the Teacher Evaluation Jamby David Dolge – Wednesday, 9 May 2012, 04:15 PM |
| Yes. I have had teachers on the committee tell me they learned new techniques for grading, dealing with problem students, handling long range assignments, etc by serving on peer review and observing/sharing with colleagues.
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| Re: Welcome to the Teacher Evaluation Jamby Gay Durham – Wednesday, 9 May 2012, 04:23 PM |
| I do believe that, as a reviewer, I have obtained valuable insights as to how to improve my own practice as a mathematics instructor. These insights have come not only by observing fellow math instructors , but also by observing what is done in other disciplines.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:33 PM |
| Hi Gay, You have hit upon another invaluable aspect of our peer review process. It creates a venue where we can improve our instruction by learning more about what is going on in other subject areas. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 04:37 PM |
| Can we all move over to the Self reflection discussion. Click on the Crowdsourcing Teacher Evaluation Jam Discussion Above then jump into Self Reflections.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 04:57 PM |
| As a reviewee, I remember over and over hearing my review team express what they gleaned from the process of observation. Things that I just did automatically after years of practice or other routines I simply took for granted were remarked upon.Certainly, with ongoing peer observations, I know that I learn much from my colleagues, such as how to better use technology to convey lessons, how to enact a procedure to just make class run more smoothly, how to teach a difficult concept.
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| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 05:01 PM |
| Confused as to where self reflection thread continues – here? or by clicking on HERE at top.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:04 PM |
| i think we wil stay here. Lisa can you move the question on Peer Reflectiosn here?
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| Year 2: Peer Reflectionsby Cecilia Cunningham – Wednesday, 9 May 2012, 05:07 PM |
One of the most powerful parts of a Peer Review process is the opportunity for teachers to demonstrate what they know, how that affects their classroom and what their school contributions are.
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| Re: Year 2: Peer Reflectionsby Amy Cox – Wednesday, 9 May 2012, 05:22 PM |
| Peer review was such a transformative experience for me as an educator and for me as a peer. The process allowed a feeling of professionalism through the sharing of best practice ideas, conversation around instruction and simply helped peers see or feel the team part of what it is that we do. I am having a difficult time conceptualizing the non-tangible benefits of the process. Can anyone comment on this?
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| Re: Year 2: Peer Reflectionsby Cecilia Cunningham – Wednesday, 9 May 2012, 05:24 PM |
| Amy,I guess I want to know how you handle something you see that you feel needs discussion and is not positive?
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| Re: Year 2: Peer Reflectionsby Amy Cox – Wednesday, 9 May 2012, 05:33 PM |
| That certainly is very difficult, especially with teachers. Yet, that’s what I mean about being open. I think first we must create an atmosphere, collectively, that is safe for these kinds of difficult conversations. The peer review process needs to be fully discussed, its purposes, procedures, philosophical underpinnings, so that real transformation can occur. This is not easy, especially with so many different personalities in one school. Yet, trust in the positive intent of the process goes along way at setting the stage.
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| Re: Year 2: Peer Reflectionsby Harold Bretstein – Wednesday, 9 May 2012, 05:37 PM |
| Amy, I totally agree. Again, how you write the peer reflection is crucial. You can make suggestions without being negative.
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| Re: Year 2: Peer Reflectionsby Gay Durham – Wednesday, 9 May 2012, 05:50 PM |
| This year, as I am being reviewed, I have become more cognizant as to the what’s, how’s and why’s involved with teaching. In addition, the review process has inspired me to become more purposeful, optimizing the best use of a student’s time,
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| Re: Year 2: Peer Reflectionsby Amy Cox – Wednesday, 9 May 2012, 05:52 PM |
| Gay,How does this make you feel as a professional? What emotions do you attach to the process? How does it impact your outlook on the profession? I found myself reflecting on these questions as I was being reviewed. What’s your experience?
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| Re: Year 2: Peer Reflectionsby Kathy Moran – Wednesday, 9 May 2012, 05:52 PM |
| Hi, Gay,Could you tell us more about your review? Are there specific areas to be reviewed or questions to be addressed? Who decided on areas/questions? Will you be presenting a portfolio of work? What might you include? Thanks.
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| Re: Year 2: Peer Reflectionsby Cecilia Cunningham – Wednesday, 9 May 2012, 05:54 PM |
| So Gay, knowing that you have a peer audience for your work and need to make a presentation to those peers helps you to improve? How can we preserve this in the face of demands for teacher evaluations based on tests?
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| Re: Year 2: Peer Reflectionsby Gay Durham – Wednesday, 9 May 2012, 06:05 PM |
| I think that the review process helps to bolster teaching skills that will improve test scores. Hopefully, recognition of this will cause a shift away from thinking that test scores alone signifysuccess in teaching.
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| Re: Year 2: Peer Reflectionsby Harold Bretstein – Wednesday, 9 May 2012, 06:16 PM |
| Hi Gay, Do you think that there is a way peer review can be incorporated in your state to offset the thinking that test scores are the way that teachers are evaluated?. Clearly, Greenville Charter HS and Brashier have implemented successful peer review initiatives a their respective schools and both schools are very well respected for their accomplishments. Bret
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| Re: Year 2: Peer Reflectionsby Elizabeth Canada – Wednesday, 9 May 2012, 06:07 PM |
I had posted this in the other forum, but it looks like everything is happening here.  —
Writing that self-reflection was, in a word, mortifying. In a good way. I wrote the self-reflection before ANYONE had come into my room to observe. It was March of my first year, I had not had anyone sit in to see how I was doing…I was really trying to be as critical of myself as I could be. How had I *really* done in the previous eight months? What were my strengths and weaknesses?What happened because of that reflection (both written and the internal process prior to typing it) were so many changes in my classroom — I had spent the first semester going head-to-head with the students who were openly driving out new teachers, and once they trusted that I wasn’t going anywhere, we all relaxed and were able to accomplish great things in the second semester. They started reading. They started turning in homework. No, not EVERYONE (we are talking about teenagers, after all), but a great majority.The cloud of mystery around my classroom was also lifted — now people were reading my thoughts and fears and realizations, even though some people hadn’t even spoken to me before (but knew of someone upstairs named “Canada”), let alone stepped into my classroom.There is something I would have changed going forward from that year. I would have liked the practice of every staff member writing a self-reflection to continue year after year. That every single year, we could reflect on what we did and didn’t do…and to do so publicly. Once it’s out in the open, people can hold you to what you’ve said / questioned / considered. When our reflections remain internal, and people aren’t observing, it’s easy to keep a classroom a mystery. Show parent |
| Re: Year 2: Peer Reflectionsby Cecilia Cunningham – Wednesday, 9 May 2012, 06:19 PM |
| Elizabeth, I cannot help but be so touched by the use of the term mortifying. Teaching is so risky.I remember a peer observing me in a math class in a junior high in Bushwick in 1972. I made such a stupid remark about the angle’s relationship to a straight line that he laughed and it relaxed me and we developed a bond but I was mortified.
I am still mortified to put a pen to paper but realize I must do it.We owe it to ourselves and our students to make these observations public in the face of such teacher bashing but we always leave ourselves vulnerable to criticism. Show parent |
| Re: Year 2: Peer Reflectionsby Elizabeth Canada – Wednesday, 9 May 2012, 06:41 PM |
| In a school where resources are limited, it’s easy to disappear into a classroom and “never be heard from again.” Who can tell me I’m not reaching my potential if no one is there? But being open and honest — as scary as that can be — will lead us to be better educators.I know that we focus on teachers as those who are reviewed, but what about other positions in the school? Possible?
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| Re: Year 2: Peer Reflectionsby Terry Born – Wednesday, 9 May 2012, 06:45 PM |
| I’d like to restate Cece’s question concerning outcomes: When you go in to visit a colleague, read his/her self evaluation, create goals for your own practice, read your students reflections or sit in the fishbowl: What are you looking for? Is it only “How does the teacher do it?” Isn’t it also “What is the student doing? saying? indicating understanding? So what are the outcomes we can “seek” or “identify” and ultimately “grow” when we do Peer Review?
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| Re: Year 2: Peer Reflectionsby Katherine Carr – Wednesday, 9 May 2012, 07:01 PM |
| Yes I believe this model could work for any and all positions in a school – each one of us has contact with students and could influence them – i sometimes wish our support staff could be at all meetings with us so they can tag team with us.
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| Re: Year 2: Peer Reflectionsby Kathy Moran – Wednesday, 9 May 2012, 07:03 PM |
| Katie,One of the thinks that blew me away when I came to Middle College after 18 years at a traditional school was seeing ALL staff at faculty meetings. What a wonderful difference it made.
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| Re: Year 2: Peer Reflectionsby Harold Bretstein – Wednesday, 9 May 2012, 06:27 PM |
| Well said. The sharing of self reflections by the staff is pure professional development. Think of the sheer volume of great lessons and activities that are shared in that forum.I understand that there may be logistical reasons for why it is not happening but i would suggest that whoever wants to write and share self reflections do so on a voluntary basis It is a win win. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Chery Wagonlander – Wednesday, 9 May 2012, 05:05 PM |
| Just got on jam about 20 minutes ago. I wanted to read the entire threaded discussion and then reply. Tony’s question really caught my attention because at Mott Middle College in Flint, Michigan all of the reviewers concurred that they indeed thought they grew the most by being in the reviewer role. However, the reviewees thought that they grew the most. Taken together, it told me that the process is so powerful for educator growth that both roles are irreplaceable. We have had a modified mini-peer review process for 20 years, but piloted (under Bret;s leadership) the indepth, full blown version last year. We are still reaping the benefits of both processes and learning how to continue our full school, all faculty mini reviews and a few full reviews each year. thanks bret!
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 03:56 PM |
| Okanjo,I would thin that it might be harder to take feedback from a peer rather than the principal. Can you describe how it is that your school can do that?
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 04:00 PM |
| Since so many of you are getting so much out of the Peer review Process I suggest that you document it at your school so that it protects the school and the staff from the use of test scores only for teacher evaluation.
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| Re: Welcome to the Teacher Evaluation Jamby Chris Paluch – Wednesday, 9 May 2012, 05:42 PM |
| I also think that the correlation between instructional practices and value added model is not significant enough to include this model in a teacher evaluation system. I don’t think that test results are an appropriate measure of teacher effectiveness. Teachers whose students do well on a test are not always effective. Concentrating only on test results instead of focusing on preparing students for college and career has not much to do with being effective in a classroom.
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| Re: Welcome to the Teacher Evaluation Jamby Cynthia Case – Wednesday, 9 May 2012, 05:53 PM |
| Chris,I agree; test results don’t offer much in terms of measuring teacher effectiveness. How do we resist? How do we counter the value-added camp?
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| Re: Welcome to the Teacher Evaluation Jamby Lois Leveen – Wednesday, 9 May 2012, 04:08 PM |
| Dear MCNC Jam Participants,If you’re just joining the JAM, here are highlights from our first hour of conversation, “Why Peer Review”Advantages of bringing peer review into a school:
• teacher-led approach helps get teachers on board • allows for stake-holders to build professional relationships with one another • helps teachers feel like they have a say • creates a positive environment for teachers to help one another to improve their practices–encourages deeper conversations about pedagogy • creates a common language about what good instruction looks like • fostered our Professional Learning Communities • gives administrators an in depth understanding of their teachers’ classrooms • allows more honest about teaching practices. • Ameliorate the sense of isolation classroom teachers often feel • Offers a powerful, teacher-driven complement to “data-driven” approach in value-added evaluationTips for successfully bringing peer review into a school: • Seed the process: select a Peer Review chairperson who is trusted by the faculty, and ask a veteran teacher to be the first subject of the Peer Review Process • Create a memorandum of understanding between the teachers and the administration establishing that the peer review is solely done by teachers and for teachers • Emphasize everyone’s expertise (vs. the sense that everyone is being scrutinized), by acknowledging how “reviewers” learne and incorporate techniques that other teachers are using in their classrooms.Challenges/Tips when bringing peer review into a school: • There’s a tension between whether peer review is “professional development” v. “evaluation” • Easier to happen informally than to institute formally–resistance to making this a declared processMore soon, Lois Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Canada – Wednesday, 9 May 2012, 04:09 PM |
| We’ve used Peer Review at Southwest Early College (I was the first one to “be reviewed” at the school) for the past six years; definitely an interesting experience being inside the fish bowl at that time — especially since it was my first year at the school, as well.Our staff was (and continues to be) very receptive to the Peer Review process. We do not have a formal evaluation process in place from the administration, so this is our tool to receive direct feedback.One of our most significant barriers when it comes to continuing this process is a small staff, which leads to difficulty stepping out of class to observe someone else’s (especially if there is only one person with a free period at a time). I believe we have three Peer Reviews happening this semester, which means that 12 individuals are a part of a committee…which is almost everyone on staff. Otherwise, though, we have used this every year to provide insights and encouragement to one another, and I predict we will continue to do so.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:22 PM |
| Hi Elizabeth, It is just great to hear that peer review has been institutionalized at the school. I beleve that the success that you had at that review went a long way in outlining the many positive features of peer review. I was at that peer review and it was wonderful. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Natalie Collier – Wednesday, 9 May 2012, 04:16 PM |
| The initial challenge of a peer review is the fear that your peers will be judgemental. If the process is explained and the consensus of the staff is to help make our school and students better, then the process will be successful. There is an opportunity for the sharing of reflections and goals which allows each teacher an opportunity to share similar challenges and triumphs. It actually is an enjoyable process where I receive a lot of great ideas that work.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:29 PM |
| Hi Natalie, Your experience has been echoed many times and it is great that you understand the very real nature of why peer review MCNC style works. Well stated, Bret
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| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Canada – Wednesday, 9 May 2012, 04:30 PM |
| What I have appreciated about the Peer Review growth over the years is that…well, some people WANT to hear constructive criticism. Our teachers will ask their committees to look for specific “features” of their class to which they would like feedback. For example, the person I’m reviewing this year has asked about classroom management (and how he can improve), as well as cross-curricular assignments (writing prompts, specifically, since I was an English teacher). So while there is the element of encouragement and praise, some people do want specific ways to improve their craft.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 04:39 PM |
| Elizabeth, That is great. It is something that has been going on at International HS for a long time and it is very effective. The fact that you are using that technique at SW speaks volumes about the trust that exists on your staff. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 04:50 PM |
| Elizabeth, we used your self reflection in the time line we have posted. Can you write to how difficult the first self reflection was?
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 04:53 PM |
| How do teachers that are not comfortable with writing learn to write self reflections?
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 05:09 PM |
| Do you think that reading other teachers’ self reflections makes it it easier to write your own of your self reflection? Bret
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 05:08 PM |
| Bret and Cece,As an English teacher and a some time writer, I found writing my self reflection to be very difficult. Reading other self-reflections was helpful, but the more sample reflections I read, the more I felt less capable of reflecting my own experience authentically, so I set them aside. I wanted my reflection to reflect my voice and so I just started making concrete lists: of challenges, of accomplishments, of philosophies, of best practices, etc. The sample reflections provided a jumping off point that was helpful, but just starting some messy lists of my own ‘stuff’ really got me going.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:09 PM |
| Did you share it with someone before you made it public.
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| Re: Welcome to the Teacher Evaluation Jamby Cynthia Case – Wednesday, 9 May 2012, 05:08 PM |
| This year our team tried something new: a rubric with which teachers were to rate themselves in various categories. The idea, as I understand it, was to help us with the organization of our ideas so teachers would do more than bullet point on the self-reflection. What are other schools doing? (I felt constricted by the rubric.)
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:11 PM |
| Cynthia,having read your writing I can understand how a rubric might constrict you but do you think it helped anyone else?
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| Re: Welcome to the Teacher Evaluation Jamby Cynthia Case – Wednesday, 9 May 2012, 05:17 PM |
| Cece, The rubric might have been helpful for those who were new to the process…I wonder though if it made the process feel more like an evaluation than a reflection? My colleagues who are online now…Joel? How did you feel about the rubric?
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:26 PM |
| Cynthia,I know that you hold yourself to a high standard. How do you give feedback that might be difficult to hear?
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| Re: Welcome to the Teacher Evaluation Jamby Cynthia Case – Wednesday, 9 May 2012, 05:39 PM |
| Cece,I learned the hard way! A few years ago I really botched a peer reflection and had to do a fair amount of damage control to regain my colleague’s trust. I saw so much potential in this person but failed to acknowledge it and instead laundry-listed everything that was not working. The experience still haunts me…So I would agree with Bret that TONE is important. Also, I try to focus on the positive and limit my suggestions to just one area so as not to overwhelm my peer.
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| Re: Welcome to the Teacher Evaluation Jamby Joel Negrete – Wednesday, 9 May 2012, 05:31 PM |
| I felt that it was hard to label myself using the rubric.
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| Re: Welcome to the Teacher Evaluation Jamby Cynthia Case – Wednesday, 9 May 2012, 05:44 PM |
| Joel,How did you write your reflection? What strategies did you use? Did you ignore the rubric? ( did!:)
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| Re: Welcome to the Teacher Evaluation Jamby Lisa Stevens – Wednesday, 9 May 2012, 05:12 PM |
| Here at the Henry Ford Early College, we generate a written self-reflection. They’ve usually been about two pages in length. Also, because our school is small, two teachers also write a reflection based on several observations. It’s worked out quite nicely!
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:22 PM |
| Lisa,I have looked at the pp presentation that you and Miriam did. Your are a small school and make your peer reflections based on short visits. Can you give some more information abou these peer reflections?
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 05:34 PM |
| Hi Lisa, You have touched on a very important aspect of peer reflections and how they are written. The fact that at Ford you base them on multiple visits is something that iIstrongly agree with. Are your visits short or are they full period observations? Bret
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| PEER REFLECTIONSby Lois Leveen – Wednesday, 9 May 2012, 05:05 PM |
| As we move from the general to the specific, what did folks find most challenging and most helpful as a process for second-year peer reflection?
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| Re: PEER REFLECTIONSby Harold Bretstein – Wednesday, 9 May 2012, 05:26 PM |
| Hi Lisa, The most challenging aspect of writing a peer reflection is the tone and manner in which it is written. Words here are very powerful. Accentuate the positives. Make sure that somehow the contributions that a teacher has made Iif you want to make a comment about what you think a teacher could do better make sure that you write it as a suggestion.Again, the written word is powerful so care must be taken here. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:08 PM |
| How do you learn to give helpful honest feedback. amy maybe you can start the discussion by responding to this question.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 05:13 PM |
| Switching gears. As a reviewer, I know positive feedback works best for our students, so I emphasize the positive with peers as well. This is done through careful observation from the moment I walk in the classroom, while at the same time remembering that I am walking into a new place of learning, one that has been cultivated by someone else. Maintaining awareness of this is key.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:19 PM |
| Amy,Can you talk about how you build off the positives for yourself or another teacher so that it results in growth?
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 05:27 PM |
| Cece,I know this is going to sound a bit metaphysical, but staying positive is the key in this profession, especially with all the negative happening. More than that, staying open to the possibilities that we are presented with through the process is what facilitates the change in practice. This seems to occurs naturally through the process. Affirmation was a big influence for me in the process. Hearing a colleague praise an idea or practice in my classroom, one that perhaps I had taken for granted, was a boon to my eficacy as a content teacher or classroom manager.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:32 PM |
| Amy,I agree with you and it is well put.I am thinking about our students and the need to be poisitve but to correct an error or inaccuracy. Can we do this with adults as peers?
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 05:42 PM |
| I guess this gets at the heart of the issue. Can we do this with adults with peers? It is awkward and in these circumstances, I look toward the proactive approach. What can we do as educators to create a culture of constant reflective and constructive transformative opportunities? If we create a learning community where this is the expectation, then we change our attitudes toward the idea of being negatively critical. This is not easy, but it can be achieved. It is a paradigm shift. It is not the traditional administrator evaluating teacher type model. It is not punitive, but I understand it can be used to correct behavior that a group of peers may deem ineffective for reaching students. I don’t think this has been our experience at Mott, though we are new at a full peer review process.
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 06:12 PM |
| I think that we managed to achieve this reflective learning community in our peer review and I think it had a lot to do with the approach – we viewed ourselves literally as a team. Amy was the reviewee but it became clear very quickly that as a reviewer I also had the opportunity to be a learner – or a co-learner – or a co-reviewee – however you want to say it. Most days as teachers we live our lives in a sort of hurried isolation with so much to do and remember and all our kids need us so much, and while even at our reflective best – we are still mostly professionally isolated. This opened the door to become an observer and learner again and it was quite invigorating. I also experienced a sense of camaraderie and a pleasant sense of hopefulness in contrast to the pervading sense of negativity and intense anti-teacher rhetoric that we have been subject to here in Michigan.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 06:19 PM |
| Yes. As English colleagues, Katie and I work together a lot, but the peer review process gave us, just that, a process, a method, to continue our reflective practice beyond the scope of “The Review Year.” Just today, I excitedly shared ideas with her and vice versa. Granted, we do collaborate often, but this process provides a platform, an expectation, an invitation even to encourage each other, to inspire each other, to lift each other up, especially in these trying times.
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 06:30 PM |
| And I totally tried them on the spot – 10 minutes after she shared them….flexibility and openness. No fear.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 06:35 PM |
| And, totally ditto. I like the bike analogy. I get the fearlessness and willingness ideas. We are guides to learning and I am willing to try others’ ideas in making that happen.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 06:51 PM |
| Ditto Amy, As a new teacher back in 1970 i foud myself struggling. I really needed help in a number of areas. I went to the most respected members of the staff and asked for HELP. I did not go to a supervisor. Peer review has created a framework within which real support and professional development can take place in an atmosphere of trust and not just in an adhoc manner. It works.
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| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 06:59 PM |
| Hi, Bret,My experience was different. When I was struggling I could go to my peers and my chairman. It was so affirming to begin teaching in an atmosphere where all concerned – fellow teachers and administrators – thought of themselves as teachers and both mentors and menthes.
Isn’t that the climate we want in MCNC schools? ALL are part of the process? Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 05:34 PM |
| Cece and Amy,Peer Review is a process that can be scary. Trust needs to be established if we expect someone to really open up as to the difficulties they might be experiencing. My feeling is similar to Amy’s – start with the positives. In a situation of trust, the teacher might very well bring up the challenges and ask for feedback. However, if Peer Review is also being used as an evaluation process – a teacher might be reluctant to bring up any problems.
I wonder if Peer Review can really be BOTH evaluation and support if evaluation can lead to negative consequences? i would love to hear from those in schools where it is both evaluation and support. Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Terry Born – Wednesday, 9 May 2012, 05:41 PM |
| Cece,I thought of the analogy of responding to students about “right” and “wrong” answers or “good” and “bad” skills as well. Beth’s response describing her experience is a perfect touchoff point. I don’t know how much students (young or old) learn when we say they are “incorrect.” There is an automatic closing down and defensiveness that occurs outwardly and in internal judgment that “I’m just not ever going to be good at that,” that happens. You need to be really secure in yourself to accept criticism and automatically move forward, upward and become a “better” whatever you are trying to be. I think Peer Review is so successful because it is built on starting with what you have accomplished and building off of that accomplishment. That means it’s okay to be half “right” or a quarter “skilled” and there is an assumption that you are moving towards the next fraction. Teaching is sooooooo hard and we all have sooooo much to learn from each other.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 05:50 PM |
| Terry,We do have so much to learn from each other. I remember when a colleague was in my room reviewing me and we were learning about Islam and the spread of Islam, you know ancient stuff… My colleague, Matt the Art teacher, got really excited and told me of this amazing video of a modern day family who went on pilgrimage. I immediately showed the clip and we all watched with our mouths hanging open. It was truly a magical experience and it never would have happened were it not for this process. However, that moment has had a lasting effect and it is that moment I strive to recreate time and time again in my classroom. That positive experience is what motivates us to find great resources for our students.
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| Re: Welcome to the Teacher Evaluation Jamby Terry Born – Wednesday, 9 May 2012, 05:56 PM |
| And Amy, to add to your great example, I want to respond to Kathy’s last statement. Perhaps this process affirms that we are not the “approvers” of our colleagues, but we are in the process of affirming our differences: what a glorious option it is in education to be unique and different. To approach each learning experience knowing that even when the material is the same-there is a chance that there will be a “different” approach that comes from the passion and skill of the teacher in the room. For us to learn that we can open doorways to understanding in multiple ways-and that we can continue to grow and improve and change up our practice. I think that’s why I still love teaching and learning.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 05:57 PM |
| Amy, I have seen this happen before and you are right when you say that it is magical. We have resources in each other but we do not know it. The peer review process creates a venue for this to happen. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Gay Durham – Wednesday, 9 May 2012, 05:56 PM |
| I agree with you; so much more growth is gained when we emphasize what is positive in another’s work, whether it be that of a student or a colleague.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:45 PM |
| Kathy,Scroll back to Jason’s response about how it affects the school culture. It is a good response to your question.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 06:00 PM |
| Why can’t I find Jason’s response. I bet it’s great. Still trying to navigate around.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:03 PM |
| keep scrolling down to the first hour
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| Jason’s postsby Lisa Levinson – Wednesday, 9 May 2012, 06:05 PM |
| Amy,you can find Jason’s posts here: http://mcnc.polilogue.net/mod/forum/user.php?id=1479&course=46 in his profile. Hope this helps.
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| Re: Jason’s postsby Amy Cox – Wednesday, 9 May 2012, 06:12 PM |
| Thanks.
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| Year Two: Peer Reflectionsby Kathy Moran – Wednesday, 9 May 2012, 05:27 PM |
| Amy, when you go into another teacher’s classroom – are you looking at classroom activities holistically? Or are you looking for something specific? If something specific, have you and the teacher discussed this beforehand to come to agreement on what to observe and comment on?I agree with you that positive feedback is very important. First, because it can set tone of trust in the early stages of implementing a peer review process and, secondly, I think that we learn best from what is working and building on that.
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| Re: Year Two: Peer Reflectionsby Amy Cox – Wednesday, 9 May 2012, 06:09 PM |
| I look holistically. I look with an open mind. I like what Terry said about how we as professionals affirm and even celebrate our differences. So, I know I will experience difference in another’s classroom. I am looking at students and I am looking at the dynamic between the teacher and the student, as well as how both interface with the subject. Yes, it is quite holistic. I am big on process, so I guess I notice those things as well. I just observed our Algebra I teacher doing a lesson on factoring polynomials. Did I mention I am an English, History, oh so Humanites type? Well, I was completely blown away by the lesson. I first of all noticed how calm everyone was in the classroom. Seriously calm, ready, even open to the lesson. The whole tone of the classroom was welcoming. It was immediately noticable. It was due to the instructor’s prior development of classroom procedures and routines that enabled it to be so. There were so many indicators of college readiness in her teaching that the students could not help but pick up on what was being modeled. At the end of the observation, I discovered I learned also and that it was some of my students wwho taught me and helped me when I was stuck. It was great to have the students experience helping their teacher, but it was more impressive to understand the level of genuine, helpful, collaboration the teacher had developed in the classroom.
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 06:00 PM |
| I was on the review team for Amy Cox and in terms of giving helpful honest feedback and dealing with nerves and jitters and all I would like to quote from my Peer Review Reflection because it offers some perspective.This is what I wrote near the end of the process to explain how we approached it: “We have approached peer review with the idea that it is expressly for the purpose of professional growth and development. We are looking for the positive and the powerful in educational practice. We did not view this as an evaluation nor did we view this as an opportunity to reflect with colleagues on the negative aspects of another teacher’s classroom environment or methodologies. On the contrary, we viewed it as an opportunity to watch other teachers teach, to observe quality teaching techniques and see the impact these techniques have on real students, to improve our own practice by observing others, to enhance professional discourse and reflective dialogue with our colleagues about quality teaching and learning and an opportunity to build our professional learning community here at Mott Middle College.”
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 06:06 PM |
| Hi Katherine, I was lucky enough to be at Amy’s peer review and was very impressed not onl with Amy but the great job that the peer review team did. Your approach was professionel and I am sure will set the standard for future peer reviews at Mott.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:07 PM |
| katie,i read that but it leads me to a question and forgive for pushing. If a teacher sees powerful practice in a classroom with the same teachers that she/he has, how does that translate into learning how to do it?
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 06:28 PM |
| Cece,In response to how do we translate powerful teaching that we see into our own practice:I’m thinking a number of things that are sort of nebulous and sketchy at the moment, thinking on the fly I call it…I think that the peer review observations lead directly to conversations, “What was your thinking when you did this…..what was the process….how did you go from point a to point b….etc.” So we had conversations in addition to the final public peer review where we shared our thoughts and ideas and conclusions.Another thought is that teachers must cultivate a sense of fearlessness in themselves to try new things and try them multiple times and in different ways – we have to experiment – the whole teacher as researcher thing – we cannot be afraid to do this.
Additionally, teachers are unique creatures and what works for one may not work for another – at least not in exactly the same way. So, I may observe something and think “Wow, that is fantastic, i have to try that!” but I have to be cognizant of the fact that I am a different person with different strengths and may modify here or there to achieve the same result. At the end of the day, if you want to ride the bike, you have to get on one and go. There are so many variables in teaching that the only way through is to reference best practices, fearlessly try new things and teach to the kids who walk through your door. I am rarely able to teach a lesson the same way twice – that is the reality of teaching, time is rocketing, my kids are different, I’m different, the world is different and we must remain open – I am a poem and a science experiment at the same time! I don’t know if that is what you were looking for but that’s what I have at the moment…:) Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 06:52 PM |
| Thank you so much, Katie and Amy. Your posts open a wonderful window onto the power of Peer Review in action. The energy created by peer to peer interactions strengthens all involved in the process as all are stimulated to “get on that bike’ and find their own pedaling style.Terry is also raising a good point in this era of ‘data, data, data’. I think we all know anecdotally that good Peer Review (by any name) improve instructional practices. But how do we ‘show’ this improvement? Are any of the Peer Review schools, besides Columbus, tying the process to looking at student outcome data and goal setting?
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 07:02 PM |
| Hmmm. We develop constructive surveys on what students notice about our teaching style… What about developing some sort of constructive response survey about what they notice about our processes for “reviewing” each other? Do they notice? What do they notice? What does this communicate to them?I am sure they notice something, because we are in each other’s classrooms more frequently these days.About peer review increasing test scores… I don’t know about that, but peer review indicates care. And care leads to greater quality. And this reminds me of Zen and the Art of Motorcycle Maintenance. But, I just think quality will result with the kind of care we put into our practice.
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 07:10 PM |
| I feel very confident in saying that peer review will lead to increased student growth. I know the kids find it intriguing when they know other teachers are in there observing each other – it sort of throws them for a loop – especially when an english comes in to review a science and science english. They know that we are working on our craft, that we are trying to become better teachers and it sets a tone, it continues to cultivate our learning community culture. We ask them to do it, and they see us doing it, and they show less fear in the classroom – they are less fearful of making mistakes, less fearful of taking cognitve risks and leaps – it is very exciting. If it translates to higher test scores – awesome. If it translates into a human that is more engaged with their own life, how it connects with others and the environment and a greater sense of self-efficacy – even better.
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 06:37 PM |
| Also in response to how do we translate observation into teaching action, there are some interesting practices involving professional learning communities and lesson study where a group of teachers in a content area get together and focus on a lesson – a specific topic and ask the question how do we teach this and teach it well – how do we get the students to understand and grow and transform as learners? It is an interesting process involving group curriculum development, lesson planning, methodology discussions, video taping, peer reviewing and then re-teaching and practicing. apparently it has had pretty stunning results. It is based on a Japanese lesson study model – the book is called Lesson Study Communities by Karin Wiburg and Susan Brown.
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| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Billard – Wednesday, 9 May 2012, 05:30 PM |
| Adding to the comments of others from my school, I have found little resistance to peer review in our school. It was made clear, however, that the process was to spread best pedagogical practices instead of finding fault in each other. That approach, I think, is key to getting staff on board.Having been both a reviewer and peer reviewed, the process did make me nervous, to be honest. It’s never easy to reflect on your practice and open it up in such a public way. That might cause some to be cautious. At one point in my process of being reviewed a reviewing teacher wanted to make a list of “areas for improvement” for me. Luckily, the faculty member coordinating it stepped in to remind the teacher that I would be reflective enough and it was not her role to hunt for errors. With great support like that the process truly works.After I finished the process, I loved being a part of it. I have never reflected, and as a result grown, so much as a teacher. It also made me feel as if I was a part of a very academic community, having been on both sides of the process. Our school is closer and more academically and pedagogically focused as well.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 05:38 PM |
| Elizabeth,WOW. As a supervisor we always had to put areas for improvement, so you raise a good point about how that helps a person improve. So who do you ask if you want to do something better?
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| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Billard – Wednesday, 9 May 2012, 05:57 PM |
| I think the difference is tone. Telling someone areas for improvement with a negative or accusatory tone won’t work and makes teachers less receptive to making changes.This definitely highlights the need for the correct tone when having reviews and reflections. If not always positive, then the tone should at least be supportive and collegial. One excellent way to set this tone is that the reviewee asks for the reviewers to look at certain areas (probably areas they think they could improve in and want ideas) or they could ask for general constructive criticism. Having the reviewee ask for it changes the tone of the conversation.
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 06:00 PM |
| Hi Elizabeth, Not only does a negative tone make teachers resistant but I feel that it would doom the whole process. Bret
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| Year Two: Teacher Reflectionsby Kathy Moran – Wednesday, 9 May 2012, 05:48 PM |
| I think Elizabeth has raised something very important – the need to trust the teacher to be reflective – to truly understand that the teacher is a PARTNER in this process and not the OBJECT of the process.Most of us have grown up under processes where we were the object. As students, our teachers were the expert who told us. As teachers, administrators told us (and many times they were absolutely right and gave helpful advice).
If Peer Review is to be a process of equals (is it?), then perhaps we need to consider the process of feedback as other participants in this Jam have indicated. If, in the earlier models, the ‘expert’ told the ‘subject’ – should a process of equals involve “Questions for Consideration” – as we do in Critical Friends Reviews? Raising questions allows a teacher to explain their thinking (and examine their thinking as they explain). The teacher is now part of the process not the object of the process. Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:01 PM |
| So can we focus on a full blown review. What does it look like in your school? If you have been reviewed an you share your experience? Gay, How are you preparing for your review?
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 06:13 PM |
| Hi everyone! Columbus is online and excited to contribute to this great discussion!! The Charles School began its Peer Review full blown implementation two years ago with the help of Bret. We have had four teachers reviewed up to this point with two more up for review this year. We’ve found it to be very helpful for shrinking the walls of the classroom, providing authentic accountability, and supporting best practices. I’ll have more to share, but that’s a little bit about us. Ed
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| Re: Welcome to the Teacher Evaluation Jamby Terry Born – Wednesday, 9 May 2012, 06:18 PM |
| We’ve certainly heard great testimony to the fact that Peer Review and Support promotes individual growth, breakdown of teacher isolation and a counter to the negativity and strictures of rubrics and “evaluation” systems imposed or supervisor only driven. Can anyone speak to ways in which it has changed the outcomes for students, improved “whole school practice” or focused on a necessary “hole” in your school community?
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| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Billard – Wednesday, 9 May 2012, 06:30 PM |
| Hi Terry,Jason’s earlier comment about creating a school-wide common language through the peer review and reflection process answers that question. Students are more comfortable with tasks and lessons when all their teachers are using the same vocabulary. We use it with the Key Cognitive Strategies and it truly makes a difference to simply tell students to “interpret and evaluate” the article or “monitor” their work. They know what you’re asking of them and can get started right away. More importantly, students feel “lost” less of the time. The common language is making our students feel safe in thinking or working at a high level.
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 06:51 PM |
| Absolutely. The common culture of a school must be just that common, which means parents, students, faculty, support staff and even counterparts of the college. All must see the connection. Language is key in creating, maintaining and sustaining this rich culture. In GAPS, our 4-day intensive transition program, students learn a list of 70 words that are crucial to students’ integration into our culture. Among the words: peer learning, mastery learning, meta-cognition… you get the picture. Creating a common language then leads to creating common practices, rituals, expectations, values that then become part of the ongoing maintenance of the culture. Peer Review is part of this culture.Student outcomes will improve if this kind of cutlure exists. It’s like the idea of permaculture in science. Many diverse organisms coexisting successfully, interdependently in the same environment. Students will thrive if the culture is full of diverse nutrients. Through peer review, we work together creatively, reflectively to create optimal learning conditions. We create a climate of continual reflection as we all progress toward mastery. Inherent in this climate is the possibility for error, imperfection, mistakes. Yet, the tone this kind of climate is caring, loving, which is more likely to lead to positive kinds of change in practice. It’s like a positive cycle that benefits all who participate. All members of the culture grow. It just can not be helped.
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 07:03 PM |
| Amy and Elizabeth, Wow! That is wonderful! You’ve got my mind spinning about the effect of using KCS on the language of the school. We’ve incorporated themes from Conley’s work, but haven’t taken it to the language/culture dimension quite yet. I would love to hear more about this. Maybe a session for this summer’s conference?! (crossing my fingers!)
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 07:09 PM |
| Last year TCS staff worked collaboratively on integrating writing across the curriculum. This became focused in peer review but was also the topic of many staff meetings and PD. We found that collective focus on a particular topic allowed us all to share out best ideas and our fears. It enhanced our instructional practices collectively. At the end of the year, our diagnostic tests, state tests, reading scores, student efficacy, and teacher writing efficacy all increased. It was wonderful! I’ll include a link to the Prezi that talks about the project: http://prezi.com/uossw-ycrizo/epd-at-charles-school-tie-literacy-to-key-cognitive-skills-kcs/
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:22 PM |
| Ok Ed we were waiting for you. How does this process work to make for authentic evaluation?
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 06:52 PM |
| At TCS we have a couple of committees (with a chair) that evaluates one teacher. The chair helps the committee decide which areas of the teacher’s practice that each member will review. We have folks look at questioning techniques, the environment, student engagement, service to the school, wait time, use of Bloom’s taxonomy, etc. Sometimes the reviewed teacher requests particular items to be examined by the team and so a few folks will focus on that issue. The idea being that by focusing attention on a few key practices (as well as the whole) that more juice can be squeezed from the observations.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:32 PM |
| To teach is to empower students with the gifts of tangible knowledge needed in present and future endeavors. Nurturing the learner is the challenge and all classroom instructors must find a way to assimilate and integrate cultural diversity and intellectual variations. In order for teachers to achieve this monumental goal, they need not only administrative support, but PEER ENCOURAGEMENT/SUPPORT as they analyze “best practices.” Many of our students balk at learning new and innovative material, yet if we are to elevate the learning standards to compete with other competent schools, Peer Review Teams can be used as a structural support. It is similar to playing the “Mozart Clarinet Concerto in 8th grade, then in High School, college and then years of professional playing……one must never stop the process of analyzing what is “Best Practices!!!”
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| Re: Welcome to the Teacher Evaluation Jamby Elisabeth Barnett – Wednesday, 9 May 2012, 06:40 PM |
| This is a great way of putting this, Laurie. It helps me to understand how peer review could change over time in its purpose and focus.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:21 PM |
| At Brooklyn College Academy, our Peer Review Process is called “The Evolving Peer Process”…..We must think creatively in order to stay current with multiple styles used by our teachers and always thinking about aligning the Common Core. Peer Review is used as a tool for providing insight into our teaching methodology and to illustrate our “best practices.” We learn from the positive critiques rather than the evaluative observational styles used by the administration (which also important). We have a “director of the whole Peer Review Process” who chooses the Chair of the Team. The chair, content specialist and one other teacher will meet and decide when to go into the teacher being reviewed. The teacher is “observed 2or 3 times in order to understand the style and manner of classroom instruction. The Peer Review happens usually during our retreat were the teacher is educating the “fishbowl” of teachers eager to learn form him/her. As this is an evolving process we also have an “Honor Review” which enables our veterans teachers to share their knowledge. They are a gifted source of inspiration.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:30 PM |
| Laurie, you have a long established school. Yu have made the expectation for new teachers to participate in the review and for the senior teachers as honor reviews. How do you think this will work as you get closer to the middle. How will you involve everyone?
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:40 PM |
| The section process is not easy…..since we do have a collaborative environment, I usually speak with our administrators, new teachers, recent tenured teachers and veterans. So far we have managed to get to all “variations of instructors.” The environment is extremely positive and I work behind the scenes to enable that very concept to happen. Never, ever do I want this to ever be a “critique” on worst practices. We learn from everyone and using the Peer Review for “Best Practices” doesn’t mean we are putting “sugar” on this conceptual process. We all must learn to listen to our students and our colleagues. “Best Practices” allows the continuous FLOW OF IDEAS!!!!!!
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| Summary of Self-Reflection/Peer-Reflection Discussionby Lois Leveen – Wednesday, 9 May 2012, 06:07 PM |
Dear JAM participants,As we move to the final topic, “Year 3: Peer Review Process”, here are highlights from the discussion about the self-reflection and peer-reflection process (although some of this already touches on year 3 as well!).As one poster noted, when asked about the review process, “reviewers concurred that they indeed thought they grew the most by being in the reviewer role. However, the reviewees thought that they grew the most.” In other words, done well, there’s opportunity for growth for all involved–but that doesn’t mean there aren’t some potential bumps in the road.TYPES OF SELF REFLECTION (AND THE BUMPS TO NEGOTIATE):
OBSERVING PEERS AND OFFERING PEER REFLECTIONS:
because our school is small, two teachers also write a reflection based on several observations. It’s worked out quite nicely! positive feedback works best for our students, so I emphasize the positive with peers as well. This is done through careful observation from the moment I walk in the classroom, while at the same time remembering that I am walking into a new place of learning, one that has been cultivated by someone else. The most challenging aspect of writing a peer reflection is the tone and manner in which it is written. Words here are very powerful. Accentuate the positives. when you go into another teacher’s classroom, are you looking for something specific? If something specific, have you and the teacher discussed this beforehand to come to agreement on what to observe and comment on? Hearing a colleague praise an idea or practice in my classroom, one that perhaps I had taken for granted, was a boon to my efficacy as a content teacher or classroom manager The process was to spread best pedagogical practices instead of finding fault in each other. That approach, I think, is key to getting staff on board. At one point in my process of being reviewed a reviewing teacher wanted to make a list of “areas for improvement” for me. Luckily, the faculty member coordinating it stepped in to remind the teacher that I would be reflective enough and it was not her role to hunt for errors. A few years ago I really botched a peer reflection and had to do a fair amount of damage control to regain my colleague’s trust. I saw so much potential in this person but failed to acknowledge it and instead laundry-listed everything that was not working. The experience still haunts me… I try to focus on the positive and limit my suggestions to just one area so as not to overwhelm my peer. In a situation of trust, the teacher might very well bring up the challenges and ask for feedback. However, if Peer Review is also being used as an evaluation process – a teacher might be reluctant to bring up any problems. I wonder if Peer Review can really be BOTH evaluation and support? trust the teacher to be reflective – to truly understand that the teacher is a PARTNER in this process and not the OBJECT of the process. should a process of equals involve “Questions for Consideration” – as we do in Critical Friends Reviews? Raising questions allows a teacher to explain their thinking (and examine their thinking as they explain) This year, as I am being reviewed, I have become more cognizant the what’s, how’s, and why’s involved with teaching. In addition, the review process has inspired me to become more purposeful in planning outcomes, optimizing the best use of a student’s time. What can we do as educators to create a culture of constant reflective and constructive transformative opportunities? If we create a learning community where this is the expectation, then we change our attitudes toward the idea of being negatively critical. Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Danielle Jeffrey – Wednesday, 9 May 2012, 06:27 PM |
| This is a response to Year 1: Self reflections. As a second year teacher, I found writing a self reflection to be a very helpful process. It allowed me to evaluate what I accomplished in the first year. It also allowed me to identify areas where I needed to improve.The process of self reflection encouraged me to set new goals to aspire to in the following year. Throughout my teaching I reflect on these goals. The process of self reflection overall has made me more mindful of what I teach and how I teach.
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 06:42 PM |
| Danielle, Have you used the self-reflection in the year after you wrote it? How have you integrated this into a method that helps you improve your instruction? Ed
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| Re: Welcome to the Teacher Evaluation Jamby Danielle Jeffrey – Wednesday, 9 May 2012, 06:58 PM |
| I used the self reflection that I wrote in the first year as a guide for the second. I focused on the areas where I felt I needed to make improvements and used it to modify my lesson plans and classroom activities.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:39 PM |
| OK!! Now can we bring our collective knowledge and experience to answer the question “How can the Peer review Process improve student outcomes/”
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| Re: Welcome to the Teacher Evaluation Jamby Ed Ingman – Wednesday, 9 May 2012, 06:44 PM |
| One idea is that the sharing of best practices among teachers hones the finest practices and fosters an, “I could do that!” among observing teachers.Another idea is that reflective educators will see similar struggles and triumphs of their colleagues when they visit one another’s rooms. They can take this knowledge into their classroom and use some pedagogical cross fertilization.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:47 PM |
| After the review process the teachers reflect, renew and review their years’ work with the understanding that this PROCESS IS TO BE SHARED!!! The Review, Self-reflections help establish a culture os teacher effectiveness which translates into a higher level of students academic achievement. Teachers and students push harder academically; the results of their efforts are evidenced in the improved passing percentages of our students. We can certainly share data before and after the Peer Review Process started. We all benefit from the positive tone and timbre of this process.
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| Re: Welcome to the Teacher Evaluation Jamby Elizabeth Canada – Wednesday, 9 May 2012, 06:50 PM |
| “How can the Peer review Process improve student outcomes?”A school is most effective when its teachers are using best practices (of course!); how can we know what our best practices are — and what others are doing — unless we’re in each other’s classroom, communicating, collaborating? The peer review process is about collaboration; I will never be a science teacher, I promise. And the way that a science teacher approaches a topic is (most likely) going to be different than they way I do — and by observing and learning from that teacher with how s/he conducts a lesson, a project, a discussion, I can venture away from my “comfort zone,” and be even more effective with my students. They’ll see that our classrooms are not islands — we’re all working toward the same goal.That may be too general, and I apologize if it is. The collaboration will equal support, which the students will respond positively to (and, in turn, be even more successful in their current and future classes).
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:53 PM |
| Elizabeth that is not too general it is on the mark
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| Re: Welcome to the Teacher Evaluation Jamby Kathy Moran – Wednesday, 9 May 2012, 07:01 PM |
| Cece, not sure but is that based on a bell curve approach? If it is, does that not mean that 25% are always doomed to be at the bottom – no matter what?
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| Re: Welcome to the Teacher Evaluation Jamby Harold Bretstein – Wednesday, 9 May 2012, 06:56 PM |
| Elizabeth, Well stated. On a personal note, thanks to all of you for growing the peer review process in all of your schools. You are all that is good about our profession. Bret
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| Re: Welcome to the Teacher Evaluation Jamby Lauren Brownfield – Wednesday, 9 May 2012, 06:58 PM |
| The peer review process can absolutely improve student outcomes. By observing and reflecting with colleagues that serve both the same population and students as you do, you view what methods and activities are most effective in achieving student success. Similarly, in peer review across discipline or content area, one can seek to make more connections to what is being studied in the students’ other classes which makes their classes more relevant therefore increasing student motivation (and ultimately, student performance). Peer review seemingly has a side effect of increasing collaboration.
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| Re: Welcome to the Teacher Evaluation Jamby Brice Dobler – Wednesday, 9 May 2012, 06:47 PM |
| I’m not exactly sure where to jump in, but here is one thought on a “best practice” / “what I have found helpful”:An Experiment:Take a group of people and ask them to list as many white things as they can in 30 seconds.Take another group of people have them list as many white things in a refrigerator as possible in 30 seconds.
Supposedly people in the second group generally list more “white things” even though they were in someways more limited. This is experiment, found in the book Made To Stick, shows the power of having a “queued up category.” Having a set category of what you are looking actually aids in the depth of observation. Implication: This principle of having a “queued up category” has implications for peer review. I found from experience that I “see” more in an observation when I am keeping in mind and looking for one or two particular aspects of teaching. For example, I observed a teacher recently looking just at questioning techniques. I wrote down everyone of her questions. I later reflected on the types of questions she was asking. This led to a whole conversation on what are the different types of questions, the different purposes of questions, and the different ways to get responses. We also talked about “wait time” and the different cues and procedures that could be used in a classroom.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:50 PM |
| Bruce,what a great concept. Really is a good technique for th Peer reflections.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:56 PM |
| Sometimes one doesn’t need any “queued up category” to observe a teachers’ pedagogy. What is the difference between Peer Review and an administrative observation? We need a whole variety of evaluative tools, but Peer Review should remain as a learning tool for teachers.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 06:48 PM |
| In most schools 25% of the teaching staff is ineffective.. Is that true in your schools? Does Peer review help to weed out ineffective teachers?
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| Re: Welcome to the Teacher Evaluation Jamby Danielle Jeffrey – Wednesday, 9 May 2012, 06:55 PM |
| I find it hard to believe that in most school that such a large percentage of the staff would be ineffective. This is very untrue of the school that I am in (BCA). All of the teacher work hard and do their best to make sure that students succeed. Peer reviews might help to weed out ineffective teachers, because it will provide a more feedback as to whether or not a teacher is proficient. The more data that is gathered on teachers by teachers might prove to be a truer reflection of their abilities.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 06:59 PM |
| Weeding out teachers becomes a holistic process…administrative observations, Instructional rounds, conferences….Peer Review actually helps the ineffective teachers learn the difference between what works and what does not in a non-threatening tone.
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| Re: Welcome to the Teacher Evaluation Jamby Laurie Friedman-Adler – Wednesday, 9 May 2012, 07:03 PM |
| With the new Common Curriculum model benchmarks expected at each grade level…what better way to learn these concepts but from a teacher who is being Review and question on that particular model. We can learn from a “teacher.”
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| Re: Welcome to the Teacher Evaluation Jamby Katherine Carr – Wednesday, 9 May 2012, 07:03 PM |
| If I were an administrator and I had a struggling teacher, it would be one of the first things I would do. Put them on a Peer Review Team as a reviewer. First Class seating – access to the best.
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| Re: Welcome to the Teacher Evaluation Jamby Danielle Jeffrey – Wednesday, 9 May 2012, 06:48 PM |
| Year 2: Peer ReviewDuring this school year I was peer reviewed by faculty members. Again, this process provided me with another opportunity for self reflection. The reflection that I wrote this year was more in depth than the first.I was more analytically on my approach toward achieving the goals I had set for myself. Being reviewed by my peers was an eye-opening experience, because through their observations I learned more about my teaching style and techniques. The best practices that they highlighted are the practices that I plan on working more to further develop in my career as an educator.
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| Re: Welcome to the Teacher Evaluation Jamby Cecilia Cunningham – Wednesday, 9 May 2012, 07:01 PM |
| So I think we have alot more to say on this subject that has the power to affect change around teacher evaluations. Please try to think about the relationship between Peer review and student outcomes. We will leave this site open for awhile. Please share your big takeaways from this discussion. thank you for your intelligence, your commitment to your work and to your students. You all rock.Love, cece
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| Re: Welcome to the Teacher Evaluation Jamby Amy Cox – Wednesday, 9 May 2012, 07:08 PM |
| Thank you for providing a platform for this much needed conversation. If we are to positively, proactively direct the way learning is done in this country, then we must all participate in creating the change we want to see become reality. I look forward to continuing the discussion.
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| Re: Welcome to the Teacher Evaluation Jamby Brice Dobler – Wednesday, 9 May 2012, 07:16 PM |
| Kind of random note:I think it was almost two years ago Terry Borne sent me a link on the importance of reflection. As a response I made a blog based on it. If anyone is curious the link in below:
www.eduflection.org Show parent |
| Re: Welcome to the Teacher Evaluation Jamby Mariam Kobeissi – Wednesday, 9 May 2012, 07:54 PM |
| Henry Ford Early College conducts a Peer Review annually. Thanks to Bret’s guidance and support we have been able to implement a meaningful review. The entire staff participates in the process and are members of the Peer Review Team. Now that Michigan is requiring all teachers to be evaluated yearly, it would be great if this Peer Review process could be used in place of the traditional evaluation.
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