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As a team, we will focus on learning as well as our teaching.  Observation of Practice takes on the task of seeking and gaining perspective.  How might we help teachers focus on what is happening in classrooms in a systematic, purposeful and focused way? How might we model and embrace formative assessment of our practice? How might we leverage peer-to-peer assessment and feedback?  It is difficult for a teacher to take on the perspective of another during a learning episode.



Peer-to-peer observation of practice creates a different approach to the systematic development of working practices. The unique feature of this approach is that observation is not carried out by a lone individual, but by a team of colleagues who create a collection of evidence around what they observe.  Everyone involved in this process, whether observing or being observed, is a volunteer, and the focus is on the learning of the entire group, not solely on the feedback given to an individual observed teacher.  


This course is designed to build teacher confidence, experience, and understanding of peer observations, formative assessment, and what is being learned rather than what is being taught.  


At the end of this course, teacher-learners will be able to say

  • I can participate in observation of practice and document what I see and what is being learned.

  • I can identify problems of practice and invite others into my classroom to observe learning episodes.

  • I can share my observations with the observed teacher and engage in constructive dialogue concerning learning and teaching.

  • I can give and receive observations of practice and learn with my peers.


At the end of this course, teacher-learners will be able to  

  • Focus on learning, student actions and teacher moves that influence learning outcomes.

  • Describe and show evidence of learning and struggle during a learning episode.

  • Offer formative feedback and ideas to improve the learning experience for everyone in the class.

  • Use the evidence collected from observations of practice to make course corrections for learners as needed to ensure that all learners grow.  


Instructional time for this course will be a minimum of 10 hours of face-to-face instruction


This course will meet 5 times:


Session 1 (2 hours): Reading, Research, and Questions


Session 2 (1 hour): Organizational meeting of Observation of Practice Team

  • Debrief and discuss the articles

  • Plan dates for each Observation of Practice


Session 3 (3 hours): Peer to Peer Feedback Loop Round 1

  • 1/2 hour small group meeting to identify wanted Observation of Practice

  • 3/4 hour observation of students and learning episode

  • 1/2 hour writing and reflection

  • 3/4 hour small group meeting to discuss Observation of Practice

  • 1/2 hour personal reflection answering these questions:

    • As a result of this observation of practice and feedback loop, which aspects of my teaching do I feel are bright spots?

    • As a result of this observation of practice and feedback loop, what questions do I have about my own teaching?

    • As a result of this observation of practice and feedback loop, what new ideas do I have?


Session 4 (3 hours): Peer to Peer Feedback Loop Round 2

  • 1/2 hour small group meeting to identify wanted Observation of Practice

  • 3/4 hour observation of students and learning episode

  • 1/2 hour writing and reflection

  • 3/4 hour small group meeting to discuss Observation of Practice

    • As a result of this observation of practice and feedback loop, which aspects of my teaching do I feel are bright spots?

    • As a result of this observation of practice and feedback loop, what questions do I have about my own teaching?

    • As a result of this observation of practice and feedback loop, what new ideas do I have?


Session 5 (3 hours): Peer to Peer Feedback Loop Round 3

  • 1/2 hour small group meeting to identify wanted Observation of Practice

  • 3/4 hour observation of students and learning episode

  • 1/2 hour writing and reflection

  • 3/4 hour small group meeting to discuss Observation of Practice

    • As a result of this observation of practice and feedback loop, which aspects of my teaching do I feel are bright spots?

    • As a result of this observation of practice and feedback loop, what questions do I have about my own teaching?

    • As a result of this observation of practice and feedback loop, what new ideas do I have?

Jill Gough, the instructor, is the Director of Teaching and Learning at Trinity School.  Jill supports and facilitates professional learning experience for teacher-learners and student-learners at Trinity and beyond our gate.  


Instructional strategies to be used include: observation, differentiated instruction, modeling and reflection.


As a learner, each teacher will self-assess and peer-assess progress using the following protocol:

  • As a result of this observation of practice and feedback loop, which aspects of my teaching do I feel are bright spots?

  • As a result of this observation of practice and feedback loop, what questions do I have about my own teaching?

  • As a result of this observation of practice and feedback loop, what new ideas do I have?