Educational research reveals a need for deeper professional learning, such as the integrated use of peer-to-peer (P2P) observation and feedback processes, to increase educator effectiveness (Measure to Learn and Improve [MLI] survey, February 2015). According to Joellen Killion, Senior Advisor of Learning Forward, (2008), “… A form of professional learning, peer observation is a set of purposeful, planned actions and the support system necessary to achieve the identified goals…”
Ideally, teachers and other professionals initiate P2P feedback cycles as an embedded form of professional learning. Authentic engagement in P2P processes empowers educators to collaboratively identify learning needs and improve classroom practices that lead to increased student learning. Administrators may support P2P learning by providing opportunities for educators to attend trainings hosted by KDE, encouraging them to complete the online training, or by facilitating P2P sessions at the school or district using the off-line training package.
When peer observation is included in a local district’s personnel evaluation system, the CEP provides guidance and requirements specific to district administration and use.
Peer-to-Peer (P2P) Observation and Feedback Learning Sessions
The Kentucky Department of Education has developed P2P learning sessions suited to the varied learning styles of educators that promote engagement in research-based practices. The professional learning sessions also may fulfill a district’s requirement for educators to obtain peer observer certification, if required by the district’s certified evaluation plan (CEP).
activate a growth mindset
engage in activities that promote productive, safe, formative conversations about instructional practices
gain knowledge and resources to facilitate the exchange of actionable feedback with a peer
hone accomplished teaching practices
The Learning Design
P2P Observation and Feedback sessions foster collegial conversations among educators about real issues related to teaching and learning. This integrated approach to collaboration supports the professional growth of educators because it enhances an educator's ability to interact with peers and initiate self-directed learning.