Teachers Helping Teachers: Peer Observation and Assistance

Teachers Helping Teachers: Peer Observation and Assistance

Teachers Helping Teachers: Peer Observation and Assistance

Teachers Helping Teachers: Peer Observation and Assistance

Synopsis

The first comprehensive research-based text on peer observation and assistance, this book isolates behaviors and skills that are consistently shown to raise student achievement levels and describes the process by which teachers can help their peers improve performance in these important areas. The method is appropriate to every student level and can be used to fine-tune skills in subject matter areas as well as instructional, classroom management, and interpersonal techniques. The book also offers a wealth of new information for pre-service and working teachers, including a guide to testing the effectiveness of specific teaching techniques.

Excerpt

Teachers Helping Teachers: Peer Observation and Assistance has been written to assist teachers in working with each other to improve their students' achievement. In addition to helping teachers master observation skills, it describes strategies for them to use to enhance their students' learning, to facilitate communication with their colleagues, and to improve their teaching without the threat created by a supervisor's evaluation.

Across our country mandates have been issued to reform how we educate our children. One important suggestion is that teachers be viewed as professionals who are capable of having more control over their own classrooms. Peer Observation and Assistance (PEA), which has also been referred to as peer coaching and peer supervision, is an important means of empowering teachers so that they can most effectively teach their students. POA is designed to help teachers improve student achievement by increasing the teachers' awareness of the classroom techniques they are using and by teaching them to set goals for constructive changes and to assess the results of the changes that they make. The voluntary nature of POA, which is not meant for mandatory participation, makes analyzing one's own teaching techniques an interesting, rather than a frightening, process for the teacher.

In addition to describing POA, this book also familiarizes teachers, supervisors, administrators, and those who are studying to become teachers with a number of variables that research in educational psy-

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