Description
Book SynopsisA new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action.
Teacher-Driven Observation is unique in that it places the observed teacher as leader of the work, the one who identifies a personal area for development, engages her colleagues in the collection of classroom data, and utilizes the data collected to inform her ongoing instruction.
- Offers a new model for collecting data to inform and improve individual instruction
- Includes a step-by-step process for implementing Teacher-Driven Observations
Table of Contents
About the Authors v
Acknowledgments vii
Foreword xi
Introduction 1
PART ONE PREPARING
1 Teacher-Driven Observation for Professional Learning 11
2 Preparing for Teacher-Driven Observation 25
PART TWO IMPLEMENTING
3 The Preobservation Meeting 41
4 The Observation 59
5 The Postobservation Debriefing 75
PART THREE SUSTAINING
6 Figuring Out the Logistics 93
7 For Principals: How to Implement and Sustain Teacher-Driven Observation 107
8 Teacher-Driven Observation in Action 125
Epilogue: Professional Learning Communities and Teacher-Driven Observation 143
Chapter Summaries and Study Questions 149
Notes 157
Index 159
