Peer ReviewPeer ReviewStrategies for SuccessStrategies for Success

Welcome

IntroductionsHousekeeping

Major Components of the TDE StatuteTeacher Growth Development and

EvaluationMeasurement

Individual Growth and Development Plans

Peer Review Process

Value-Added Assessment Models

Professional Learning Communities

Summative Evaluations Growth Models

Job-Embedded Professional Development

Portfolio Option Student Engagement and Connection

Mentoring and Induction Teacher Improvement Process

Goals and Outcomes

As a result of this training, you will be able to articulate:

• the value of peer-review

• what quality peer-review will look like in our district

• the importance of building rapport and trusting relationships throughout the peer-review process

You will also gain additional skills in reflective practice to increase your confidence in peer review and you will practice strategies for observation, data collection, and conversation, specific to our district plan.

Peer Review Process

The peer review process should be directed by the teacher participant and supported by a neutral peer. The goal of peer review is to build a teacher’s capacity for self-directed learning, and improved skill in planning and problem-solving around curriculum and instruction, in order to increase student achievement.

Peer-Amid: Our Framework

This progression is intended to help you build a strong foundation for peer review.

The Peer-Amid will guide our work for today.

Say Mean Matter

1. Read the quote to yourselfThink about the meaning and message

2. Paraphrase and shorten the quote in your own words

Think about how this quote reflects the value of peer review

3. Write down a statement that connects this value to your learning community

Share your insights with your group

A recent study from the Consortium for Policy Research in Education describes the importance of connecting information on teacher practice to information on student learning. The study looked at whether instruction and student outcomes would be influenced by having teachers discuss evidence about their practice, derived from classroom observations, along with student learning data. Compared with a control group of teachers who only discussed student data, the group that received feedback about their teaching in the same sessions where they discussed student learning data with colleagues exhibited more changes in their later instructional strategies of the kind emphasized in the feedback, and their students experienced significantly greater learning gains.

A comprehensive five-year study of 1,500 schools undergoing major reforms found that in schools where teachers formed active professional learning communities, achievement increased significantly in math, science, history, and reading, while student absenteeism and dropout rates were reduced. Further, particular aspects of teachers' professional community—a shared sense of intellectual purpose and a sense of collective responsibility for student learning—were associated with a narrowing of achievement gaps in math and science among low- and middle-income students.

Peer coaching has nothing to do with evaluation. It is not intended as a remedial activity or strategy to “fix” teachers. Several school systems have supported peer coaching as a way to increase feedback about instruction and curriculum. One teacher, reflecting on the support that peer coaching offers before the formal evaluation process, described it as “a dress rehearsal before the final performance.” Another spoke of peer coaching as “a time when you can take risks and try out new ideas, instructional strategies, or different approaches to the curriculum and discuss the results with a trusted colleague.”

Value Statement

Based on the quotes you examined, discuss the value of peer review with your colleagues.

Write a value statement at the top of your Peer-Amid:

Ex: “The peer review process is valuable because…”

Trusting Relationships

Deposits

Seek First to Understand

Making and Keeping Promises

Kindness, Courtesies

Clarifying Expectations

Loyalty to the Absent

Apologies

Giving “I” Messages

Withdrawals

Seek First to be Understood

Breaking Promises

Unkindness, Discourtesies

Violating Expectations

Disloyalty, Duplicity

Pride, Conceit, Arrogance

Giving “You” Messages

Let’s review the material about Relational Trust and Links to Student Achievement in your booklet . . .

Trusting Relationships: Activity

• Think of someone you trust.• What characteristics describe this person?• Why are these characteristics important?• Why should a mentor embody these

characteristics?

Owatonna Protocols

• Student Work Share

• Observation/ Video Share

Peer Review Framework

Pre-review Conversation (video)

Review Scenario / Observation

Post-review Conversation (video)

Practice: Gathering and Using Evidence

Watch the video and practice gathering evidence:

Practice: Gathering and Using Evidence

Watch the video and practice gathering feedback:

Reflective Practice

Read through the first three sections in pages 5-6:•Intent •Active Listening•Paraphrasing•Questioning

Underline one sentence

from each section that

resonates MOST with you.

Share with your group.

TDE Peer Review Log

Peer Review Is / Is Not

Closure

Something that is still circling in your head…

Something that “squared” with your thinking…

Something that is pointing you in a new direction…