Understanding Why So Few American Teachers Observe Each Other

I've been reading over the results of the 2009 MetLife Survey of the American Teacher.  One result which did not surprise me was that the majority of teachers and principals believe "greater collaboration among teachers and school leaders would have a major impact on improving student achievement."  

The details about the kinds of collaboration, however, are pretty interesting.  The types of collaboration that are reportedly most common in schools today: "teachers meeting in teams to learn what is necessary to help their students achieve at higher levels; school leaders sharing responsibility with teachers to achieve school goals; and beginning teachers working with more experienced teachers."

The least frequent type of collaborative activity? "Teachers observing each other in the classroom and providing feedback. Less than one-third of teachers or principals report that this frequently occurs at their school."  This gave me pause... Maybe because it hits close to home.

I personally believe teachers observing each other and providing feedback could lead to great progress. Administrators at my school often encourage teachers to visit one another in the classroom, both formally and informally.  Though it has happened before on various occasions, it never seems to stick as a practice.  

Right now, I facilitate regular meetings among the middle school English teachers in my school.  We recently discussed the possibility of conducting inter-visitations.  We all agree it is a good idea, but admit that we somehow never get around to it when we are supposed to do it.  Time is always the excuse, but I'm not sure that's really why, since we can easily cancel a meeting, as we've done in the past, to make time for it.    

Since the survey results suggest that this roadblock exists on a national level, I'm taking some time to unpack my thoughts about what might be impeding the development of peer observations among teachers.

1. History: First, consider the history of classroom observations.  Teachers taught in isolation from one another.  The only people who generally came into classrooms were the principals. The purpose of those visits? To "supervise" the teacher most likely. Such visits had all the potential to undermine the authority and/or autonomy of the teacher, in ways both subtle and explicit.  Many principals have changed to a more supportive, less authoritarian approach to supervising teachers, but the taste of so many years of hierarchy lingers.  

Even though peer-to-peer observations would seem to have nothing to do with this history, I have a hunch that most teachers still have "the principal's visit" as their only frame of reference for hosting another adult in their classroom.  And frames of reference do matter.  

Let's pretend that the only pet you've ever known was a dog and that dog attacked you, more than once. Since that day, you haven't liked dogs.  One day, your partner brings home a cat and tells you, "Relax, this is a completely different animal."  Don't you think you might be a little mistrustful, at least at first?  Better yet, let's say your partner simply suggests that you get a cat.  Is it understandable that you'd be a little reluctant, or that perhaps, it wouldn't be at the top of your list of things to do?

Art: Next, we have to come to terms with the fact that, as much as we'd like to treat teaching as a clinical practice--which is a helpful model in many ways--teaching is also extremely personal.  There is an art to it, and in the words of the great singer, Erykah Badu, "I'm sensitive about my sh**!"  We are sensitive about this work we put our heart, souls, and imagination into, as well as our brains.  Although there are many best practices from which we can learn, there is also the reality that what works in one moment might not work in the next.  What works for one student might not work for another.  What works for you might not work for me.  

We teach in public schools, but having someone come into your classroom often feels more like having someone come to your home.  You want to make sure your dishes are done, dirty laundry is not lying around, etc.  You want to be ready.  I can't fully explain why, but even when the plan is exactly the same, the art is a little different when it's not just you and the students.  

Spirit: Finally, we need to recognize that every single person in the room has a presence that affects the dynamic of the class.  The spirit with which a visitor enters a classroom can matter greatly, and the spirit with which the teacher responds to the visitor matters too.  Kids have keen observational skills, and they know when a visitor is judging them, or judging their teacher.  When a visitor enters and the teacher becomes nervous, kids know it.  Likewise they sense when an adult is there to support them and support their teacher.  When the teacher and students feel "seen" in a positive way, everyone responds in kind.  

For example, my advisor from Bank Street College observed me regularly in my classroom through my first and second year of teaching.  She always brought such a positive attitude into the classroom and interacted well with my students.  She made us all feel like we were doing something important and special.  Even when things seemed to be going badly, she found positive things to focus on, as well as asking me questions about what I thought had gone wrong. This was tremendously helpful and gave me confidence with my students.  After a while, I learned to deliberately build on what was working, even when she wasn't there to point it out.  As a mentor to a new teacher, I tried to emulate my advisor's approach, always attempting to have a positive effect on her classroom while I was there.  This way I would see her at her best, and she would feel comfortable talking openly with me about her practice.  

I have also been a subject in a number of research studies on teaching.  Mostly the observers have come in with a positive outlook that has a slightly positive effect, if any, on the classroom environment.  But I'll never forget one researcher, who came in every week for a few months, and always sat with a scowl, taking notes furiously.  I had the feeling I was being judged, and I'd often feel angry after she left, though I never said a word about it.  Coincidentally--or not--it also seemed that class never went as well as I hoped when she was around.  After a while, my students started to feel judged as well. Even though she had introduced herself to the class at the beginning of the study as a researcher, my students started asking with a scowl that matched hers, "Who is that lady?"  Once a student asked her straight out, "Why are you here?"  

All this is to say that if we want to move in a direction where teachers are observing one another regularly, we need to do so in a way that recognizes all the layers that are at work in this shift.  

Back at my school, the English teachers and I have decided that we will visit one another on an invitation-only basis.  That way we are each mentally prepared for the visit, and we can select lessons or classes we may want specific feedback on, rather than having someone pop in at random.  I think it's important that we made that decision together, and that no one is forcing anyone.  I am curious what we will learn.

[image credit: websofvegas.com]

Comments

[Peter Brunn]

I really enjoyed your blog. This is a great topic.

In my experience as a staff developer, this is by far the biggest hurdle I face–getting teachers to go into each other's classrooms. As you noted, however, when we take the leap, it can have dramatic impact on our teaching.

One thing I have found helpful in setting up classroom visits is to ensure that the observation is focused on the students thinking and behavior not simply on the teachers actions. Doing this puts the visiting teacher in an active role of recording what students are saying and doing. It also helps the host teacher feel like they are a part of a team and not simply being "observed."

I think this also helps our debriefs be much more productive - we end up having lots of good data to talk about.

Anyway - good luck to your team!

[Bill Ferriter]

Peter wrote:

In my experience as a staff developer, this is by far the biggest hurdle I face–getting teachers to go into each other's classrooms.

Peter,

All of your suggestions for structuring teacher observations are good ones. I agree.

But the real barrier isn't fear or openness in many situations. It's time.

I don't have the time to see my colleagues teach because there is no one to cover my students while I'm out of the room. Sure, I could give up a planning period, but that would mean I'd be observing teachers at other grade levels, which is less effective and motivating for me. I want to see what teachers are doing with kids just like mine.

Priorities are also a problem. I'm told that I'm supposed to be providing enrichment and remediation to every kid. I'm told that I'm supposed to be integrating technology into my classroom. I'm told that I'm supposed to be collecting and manipulating data.

I'm told that I'm supposed to be designing lessons attached to student friendly learning targets. I'm told that I'm supposed to be integrating positive behavior support techniques into my classroom. I'm told that I'm supposed to be finding ways to communicate better with parents and the broader community.

And now I'm told that I'm supposed to be observing my peers.

I have NOTHING AGAINST any of the items in my above list. But someone somewhere has to set some priorities. If teachers observing other teachers is something we value, it's time we put our money where our mouth is.

We need to allocate PD resources towards hiring substitutes to provide release time. We need to provide structured opportunities for teachers to share what they're learning from observations. We need principals who model the process by teaching lessons and allowing themselves to be observed.

But most importantly, we need to start hacking away at the dozen other initiatives that we're trying to put into place at the same time.

I guess I'm just tired of people dreaming up great new ideas for improving schools and then just expecting classroom teachers to make it all happen.

Does any of this make sense?
Bill

[Fzzxtchr]

Wow. Great to find your blog via @plugusin. I think you hit on something when you talked about never having the time to observe another teacher. There are lots of things in my life I don't have time for. (at least that's what I tell myself) The reality is that those things are not a priority and take a back seat to something I'd rather do. It's a hard thing to admit, but the truth hurts me often.

I agree with Bill that there needs to be some kind of resource that will ENABLE teachers to observe others. In our school we do some ridiculous planning period in-service which consists of an asst. principal talking about a book she read over the summer. Wouldn't that be better served using that resource another way? I would gladly give up a plan to observe another teacher instead of hearing that one AP and her "Boys in Crisis" talk for the umpteenth time.

I have to remind myself that "fixing things" is a process. There's not an easy answer and probably not a single answer that works for everyone.

Thanks again for the good thoughts.

[Matt]

I agree that time is one of the biggest hurdles. As a district literacy specialist, I'm working on encouraging more peer observations within the group of teachers I serve. To open up time for that, I'm starting first with building a relationship not just with the teachers but with their students. I am then able to in and offer to teach as a guest-teacher while the classroom teacher is then free to go observe someone of her choosing. When I offer to write the plans and then evaluate the classwork after, then they really are free to go without all the added work having a sub requires. Nobody has to have a sub and the students don't miss instructional time. I build a relationship with students whose progress I'll be monitoring for the next seven or so years -and- I get to maintain my credibility as a "real" teacher. It is still early in this, but it seems to be working well.

[mrC]

I cannot count how many times I have preached about this in our district. As a BTSA mentor for 4 years, and as the tech support guy for our site, I saw more of our teachers teaching live than our principal did. Every time I watched a class, I learned something or "stole" something.

(It also kills me when school staffs pick their teacher of the year candidates without ever having actually seen them teach.)

Out head of curriculum and instruction kept trying to get me to go to the district "trainings" in teaching EL students. They were large group workshops that would last at least half a day. I didn't go with the other LA teachers, I didn't go to the follow up with the social studies teachers, and etc. Finally I was the only one she hadn't checked off her list. So she came to my site and watched me for two periods, and shadowed my EL kids. Then we chatted about what she saw and how I might incorporate some of the techniques she suggested. It was beauty. I didn't have to leave the classroom, and the instruction was in context, so I might actually use it.

I asked her if it might be possible to change to a model more like that for staff development. She said it might be a viable option, so I'm hopeful.

Thanks for a fine post.

[David Jacobson]

Ariel: I enjoyed your post and agree about the value of peer observation. It can be a scary collaborative step, but very worthwhile. Here's a post about PS 33X's experience getting over this hurdle: http://www.commonpriorities.org/?p=72

I'd be curious to hear your thoughts on this. Best, David

[Jen]

I have to tell you that, until this year, we used to visit other teachers' rooms and observe and write up our observations, about once a month. I really liked it. I got to see other people in other grades and contents and see what it is that they did well. I learned from that. This year we are not ALLOWED to go to other teacers' classrooms to observe and I honestly think that this is a mistake. I would love to show this to my boss - maybe I will!

Thanks for a great blog!

[Lauren]

This is such an important practice for teachers--building a sense of collegiality, support, and reflection in their practice.

At my small private school outside Boston, we've pioneered an approach to peer observation and feedback that replaces traditional evaluation systems. It's been a great success and is now in its second year. Our faculty love the fact that the program is a volunteer effort, but is conducted with full support of the administration