Peer Observation Assignment

Description

At least twice during the semester you will make arrangements with a colleague in another building to observe each other's practice. One of these observations will involve you inviting a fellow student teacher into your classroom. The other will have you going out to observe in another's classroom. The expectation is that you will observe once and be observed once. If you find these conferences helpful, you can find the time in your schedules, and your cooperating teacher consents, you are welcome to set up other observation meetings.

These observations should follow the same format used when your supervisor makes an observation visit-- pre-conference, observation, and post conference. You may find it helpful to use pre-observation forms, or you can establish your own procedures.

You are free to choose the site you observe based on what you feel would be most beneficial. Factors to consider when planning an observation include: the school setting (e.g. urban, rural, alternative. . .), grade level, curriculum content and methods, relationships among you and your fellow student teachers, philosophies of teaching, structure (block vs. period scheduling, team vs. individual teaching arrangements), etc. You can probably think of good reasons to match any of these factors to those comprising your own situation, just as you can probably think of good reasons to visit a setting that differs from your own.

Rationale

There are several reasons why this assignment has been incorporated into your student teaching experience. First, peer-observations should encourage professional dialogue. Student teaching (like inservice teaching) can be an isolating experience. Opening lines of communication can provide support and give you ideas that can help you improve your practice. Second, by getting outside of your own building, you develop a greater appreciation for diversity among the different school settings you are likely to encounter in your career. Third, reflective teaching is an emphasis in this teacher education program. The dialogue created by peer-observations should expand your opportunities for reflection. This assignment is meant to highlight the power of reflection when done collaboratively. Since these observations are not conducted by someone who is officially evaluating your work, you may find it easier to talk freely about concerns. Also, the time apart from your own classroom and an outsider's perspective on the same can yield new insights into your developing practice.

Reports

For each peer-observation in which you participate (either as the observer or as the observed), you will be expected to write a brief (2-3 page) report of the meeting to be turned in on the due dates listed below. You do not need to share this report with your peer-observation partner, but you are welcome to do so if you so choose. Your report should address the following questions:

What insights did you gain from meeting with your colleague?
What aspects of your rationale did the peer observations help you think about more deeply?
Was peer observation experience worthwhile to you? Why or why not?

Scheduling

You set up peer-observations according to your own interests and schedules. However, due dates have been established, and can be found on "Schedule" under the "Student Teaching Program Info" menu at SSSITE.