Peer observation for professional development
Sharon Lutheran School employed peer observation to enhance teachers' ability to teach reading skills to their Primary 5 students. Through peer observation, teachers had the opportunity to undergo continual professional development to improve their teaching and to facilitate their students' learning. The Curriculum Development Council (2004) and The Curriculum Development Council and the Hong Kong Examinations and Assessment Authority (2007) suggest that teachers conduct regular peer observation within the English panel in primary and secondary schools. Since this is also a practice which facilitates the development of a learning culture.
In order to enhance teachers' professional development and teaching ability, Sharon Lutheran School has for some years been implementing a system of peer observation. Under the system, teachers in a subject panel observe one another’s lessons, including observing those of the subject panel heads. However, before attending the workshop on "Peer Observation for Professional Development" conducted by the WrITE Project, teachers indicated that they felt embarrassed and a little scared about being observed. This apprehension has changed as a result of the workshop. Teachers took on board the idea that peer observation is a process to facilitate exchanges of views and sharing rather than challenging one's teaching. In addition, insightful ideas can be gained from the observers after the observation. Teachers will find areas for improvement in self-reflection. At the end, their teaching performance will be improved.
During the implementation, teachers went through three stages of peer observation: pre-, while- and post-peer observation stages. At the beginning of the 2006-2007 school year, a school-based reading workshop was conducted by invited professionals. All English teachers gained some ideas as how to run reading workshops for their students to develop reading skills. After identifying what skills were to be taught and the main strategies to be employed, teachers designed the lessons and activities in collaborative planning sessions. While conducting their observation, observers would complete an observation form commenting on (i) students' learning, and (ii) teaching organisation and strategies of the lesson. After the observation, teachers met to share their views on areas such as the effectiveness of the lessons, teachers' performance, achievements of teaching objectives and areas for further planning, etc.
Reflection and feedback
Sharon Lutheran School employed peer observation to enhance teachers' ability to teach reading skills to their Primary 5 students. Through peer observation, teachers had the opportunity to undergo continual professional development to improve their teaching and to facilitate their students' learning. The Curriculum Development Council (2004) and The Curriculum Development Council and the Hong Kong Examinations and Assessment Authority (2007) suggest that teachers conduct regular peer observation within the English panel in primary and secondary schools. Since this is also a practice which facilitates the development of a learning culture.
In order to enhance teachers' professional development and teaching ability, Sharon Lutheran School has for some years been implementing a system of peer observation. Under the system, teachers in a subject panel observe one another’s lessons, including observing those of the subject panel heads. However, before attending the workshop on "Peer Observation for Professional Development" conducted by the WrITE Project, teachers indicated that they felt embarrassed and a little scared about being observed. This apprehension has changed as a result of the workshop. Teachers took on board the idea that peer observation is a process to facilitate exchanges of views and sharing rather than challenging one's teaching. In addition, insightful ideas can be gained from the observers after the observation. Teachers will find areas for improvement in self-reflection. At the end, their teaching performance will be improved.
During the implementation, teachers went through three stages of peer observation: pre-, while- and post-peer observation stages. At the beginning of the 2006-2007 school year, a school-based reading workshop was conducted by invited professionals. All English teachers gained some ideas as how to run reading workshops for their students to develop reading skills. After identifying what skills were to be taught and the main strategies to be employed, teachers designed the lessons and activities in collaborative planning sessions. While conducting their observation, observers would complete an observation form commenting on (i) students' learning, and (ii) teaching organisation and strategies of the lesson. After the observation, teachers met to share their views on areas such as the effectiveness of the lessons, teachers' performance, achievements of teaching objectives and areas for further planning, etc.
Reflection and feedback
- Teachers were positive about engaging in peer observation for professional development. In terms of curriculum planning, teachers found that they were more confident in identifying the language focus, and the employment of effective teaching strategies. For teaching strategies, teachers found that they needed to improve in a few areas, areas such as questioning techniques, grouping, etc, to better facilitate students' learning.
- To gauge student’s view on mastering reading strategies, a questionnaire survey was conducted with 223 Primary 5 student participants. The survey results showed that more than half of the students agreed that they had mastered a number of reading skills. More than 45 percent of them agreed that their interests in reading increased. In addition, 80 percent of the students perceived that the reading lessons were useful to them.
- A reflective and supportive culture among teachers was developed through the practice of peer observation. Sharon Lutheran School’s experience has proved that peer observation leads to positive impact on teaching, learning, teachers' attitudes and the school culture, if the teachers are willing to be observed, to observe and share.