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Peer Review

This professional development encompasses whole group and small group activities, use of video to stimulate planning conversations, observation techniques and tips, sharing of evidence collected and teacher reflection.

Overview

Metro ECSU’s peer review training uses the Charlotte Danielson Framework for teaching to identify characteristics and behaviors of excellent teachers and to build a foundation for evidence-based coaching and reflective conversations between teaching peers. This professional development encompasses whole group and small group activities, use of video to stimulate planning conversations, observation techniques and tips, sharing of evidence collected and teacher reflection. Each training can be adapted to the needs of the participants and/or Q-Comp documents and goals.

Peer Review for All Staff 

Schools select the components from each of the four domains of professional practice that the peer review process (identified in Q-Comp or as a team) and develop a model specific to their site. Training for all staff in the implementation of the peer review process includes:

  • A overview of the peer review process focusing on different observation phases, roles and responsibilities, and expectations/outcomes of peer review experiences
  • Close examination of the four domains and the selected components including how each might look in the classroom and identification of characteristics and behaviors of excellent teaching
  • Review of teaching scenarios to assist staff in establishing “a common language for professional practice” (Danielson, 2007) for use in pre- and post- observation conferences as well as to maintain an evidence-based approach.
  • Provide for discussion around reflection on one’s own practice.

Peer Review for Peer Observers

Training for peer observers begins with a quick review of the domains and selected components. Video clips of classroom instruction are presented, allowing for participants to practice observations of each of the four domains and its selected components and to test observer reliability. Each phase of peer observation is presented – pre-observation, observation, post-observation. Facilitated discussion for each phase covers:

  • Purpose of that phase of peer observation
  • Peer observer roles and responsibilities in each of the three phases of peer observation
  • Suggestions/guidelines for peer observers to assist them in development of quality skills in each aspect of the process
  • Demonstration of the observation phase followed by dialogue around effective techniques and/or techniques that could be improved

Contact Information

Julie Frame, Executive Director, 612/638-1508 | julie.frame@metroecsu.org


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