Improving Instructional Efficacy across the Curriculum through Peer-to-Peer Observations

 By: Dr. Lena McArthur, Vice Principal, Booker T. Washington Senior High School

 

Teacher efficacy is a dominator that exudes the prime number in an equation. Is this Math? No, it is creating a plan to augment a teacher’s instructional approach… Or is it? In my experiences as an administrator, I have seen a roller coaster of actions. We as leaders, do our best to ensure that instructional professionals are provided with the skills, resources, and support needed to be successful in the classroom. I believe that teachers are not defined by their years of experience or the ability to adapt to new trends; however, by their character and will to enhance their ability to not only teach but learn. Many educators today do not have an educational background. Let me dig a little deeper. In the past five years, 75% of the teachers we hired were either starting a second career or did not graduate in the educational field. This is a fact. Do not get me wrong, we find dynamic teachers this way but many of them must be trained and supported laboriously. As an administrator, I must pull out all the artifacts from the cabinet and match them with the support that is needed, correlated to the content of instruction. Remember, the box is filled with multiple colors that represents various needs.

Now, what should be done to augment teacher instructional effectiveness while improving academic success? As we are aware, the past three years have been an encumbrance of social and emotional instabilities which have played an integral role on the emotional apparatuses of our psyches. Juggling these issues relates to “fried eggs.” How can we effectively see ourselves clearly, let alone our students? What worked? Teacher observations and immediate feedback is important. But this is the same mechanism that has been used for years.

This is what I tried. I took a process that was utilized by the school district and created a teacher version called instructional peer-to-peer observations (schoolwide). Teachers evaluating teachers in an environment that is not scary or an “I got you.” Teachers in the Math department visited teachers in the English department. English teachers observed Science teachers, CTE teachers visited Reading teachers, and the correlation continued. Teachers were provided a note-taking, note-making form to jot down observational information to discuss. As teachers walked up and down the stairs, it was amazing how many of them stated that they never even visited a particular section of the building/school. Also, teachers were astonished with how their peers utilized various systems for an encouraging learning environment, interactive anchor charts, student engagement techniques, teacher proximity, the use of data progress trackers, checks for understanding, and so much more. Their lights began to shine all over the school. Chatter emerged as the dominant factor and teachers wanted more observational experiences.

Next, teachers met to dialogue about their encounters as well as what they will adapt in their classrooms. The discussion was eye opening. Math teachers realized they did not have a print rich environment; CTE teachers talked about instructional configurations and how they can use a little of each department in their lesson…...cross-curricula alignment…YES! This is exactly what administration was looking for. Math teachers saw extensive accountable talk in English classes. One teacher stated, “Oh, I see what they mean about releasing my students a little more; I thought I was doing it correctly, but I see the strategy that the teacher used to get students to talk more, she really was the facilitator and the students taught each other.”  After the focus group, administration walked the classrooms with the curriculum coaches and a survey was administered. The results were phenomenal. 87% of the instructional staff changed, updated, or recreated to some degree, their instructional efficacy. Classroom environments and student accountability upsurged, and teachers begin to forge forward in teams to continue the peer-to-peer process within their departments.

We continuously talk about change; but what are we going to do to revolutionize this process? Teachers are observed, given feedback, and supplied with a list of grows and glows from administration. However, when instructors go through the same process amongst their peers, the practice flows a lot easier, creating an environment of opulence and cultural fortitude for ALL. For follow up questions and resources, please email me at lmcarthur29@hotmail.com.