Peer Review

*Peer review connection to the Waukee CSD Theory of Action: We engage in job-embedded, collaborative, and results focused professional development.

 A LOOK BACK…

  • 2007 Iowa DE released the Iowa Professional Development Model
  • Goal: improve student achievement gains at all levels
  • Iowa Code calls for all educators to work collectively at improving the teaching and leadership practice requiring educators to engage in practitioner collaboration and peer reviews

OVERVIEW

  • Practitioner collaboration and peer review are intended to enhance the education profession by providing educators opportunities to boost their practice through structured interaction with a focus on instruction.

WEA COLLECTIVE BARGAINING AGREEMENT:

ARTICLE 7

PROFESSIONAL DEVELOPMENT

C. Peer Review

  • Peer review is a collegial process among teachers to enhance and improve instruction in order to increase student achievement.
  • A peer review may be one or more colleagues selected by the teacher.
  • Peer review will be based on professional dialogue that may include a classroom observation.
  • The decision regarding classroom observation will be made by the peer individual/group.
  • The peer review process will be focused on assisting each peer group member in achieving the goals of the teacher’s individual professional development plan (ITPDP).
  • Peer reviews will be supportive and collaborative and will be conducted in an informal manner.
  • Peer individual/group review shall not be the basis for recommending that the teacher participate in an intensive assistance program and shall not be used to determine the compensation, promotion, layoff, or any other determination affecting the teacher’s employment status.
  • During the annual conference with the teacher’s evaluator the ITPDP will include the date(s) for the peer review, name of individual/group in the review process, and reflection completed prior to the conference.

PEER REVIEW SUMMARY

  • Opportunity for professional growth
  • Compliments current practices in the district
  • Engaged in Meaningful Dialogue with Colleagues
  • Focused on improved student learning and achievement
  • Observation and Descriptive Feedback
  • Connected on teacher ITPDP goals

 GUIDANCE FOR PEER REVIEW PROVIDED BY THE IOWA DEPARTMENT OF EDUCATION:

If practitioners collaborate in a constructive and meaningful way by:

  • focusing on improving teaching and student learning;
  • meeting regularly with thoughtfully planned agendas, minutes, and concise follow-up actions;
  • planning lessons, practicing lessons, debriefing lessons; organizing, analyzing and summarizing data to plan instruction; solving problems related to student learning; reading, reflecting, and sharing articles that support learning goals.

AND…

  • School leaders monitor, support, and participate in the collaborative process to ensure that efforts are focused on student learning and on district and building goals.

THEN…

  • Teaching and student learning will improve.

If peer reviews are conducted by a peer group of teachers who:

  • Incorporate continuous feedback loops focused on improving instructional practices;
  • Focus on individual coaching and support;
  • Engage teachers in self-and peer-reflections;

AND…

  • Teachers and peers know what information is expected of them and how the information will be used;
  • Receive adequate training on peer review process that is fair, linked to the Iowa Teaching Standards, and involves authentic and open discussions about the teaching practice;
  • Confidentially is maintained between the reviewer, the teacher, and the administrator;
  • Peer review involves multiple authentic sources of data – classroom visits, review of course materials, and a balanced inclusion of student outcomes;
  • Engages the teacher and the reviewer in an individualized and valuable discourse about the practice;
  • Incorporates the teacher’s professional development plan for edits, revisions, or updates;

THEN…

  • Teachers will openly examine their teaching practices for the purpose of self-improvement and to improve their teaching effectiveness.

Practitioner Collaboration is of high quality when…

  • All teachers and/or teams are engaged in learning together in a collective way and throughout the year. This collective learning provides opportunities for all teachers and/or teams to work together on a regular basis and deepen the school and/or district professional development initiative into the day-to-day work of teaching.

AND…

  • The collective learning is facilitated and planned to include various roles (such as leader, task keeper, time keeper, recorder), agendas, minutes, and follow-up actions and provides adequate time for in-depth learning.
  • New learning builds knowledge and skills around the identified instructional practice and includes theory, demonstration, and practice.
  • The collaborative team may spend the designated time planning, practicing, debriefing lessons, organizing, analyzing, and summarizing data to plan instruction; solving problems related to the school and/or research that supports the instructional initiative. The learning should provide teachers and/or teams an opportunity to develop short-term and long-term plans.
  • Leadership at all levels should continually engage in the evaluation and improvement of practitioner collaboration and professional development (e.g., the study of teacher implementation, student work samples, teacher videos, etc.)

Peer Review is of high quality when…

  • Practitioners develop ownership of the teaching practice and move toward making its discussion and improvement more visible within the school community.
  • A group of professionals are analyzing, reflecting upon, and talking about their profession in an attempt to make it better.
  • Teachers are assisted and supported in enhancing their effectiveness.
  • Collective accountability and responsibility for teaching and learning is established.
  • Attention is given to the art and craft of teaching and assisting the good teacher to become better.
  • Districts use their evaluation framework as a basis for discussion, support and planning, but peer review is not intended to inform the summative evaluation. It is intended to be an element of coaching with a focus on improvement.
  • Collective accountability and responsibility for teaching and learning is established.
  • Attention is given to the art and craft of teaching and assisting the good teacher to become better.
  • Districts use their evaluation framework as a basis for discussion, support and planning, but peer review is not intended to inform the summative evaluation. It is intended to be an element of coaching with a focus on improvement.
  • The review is reflective in nature by both the teacher and the reviewer around the teaching practice – openly sharing strengths, limitations, observations, etc. Reviewers should make thoughtful judgments about a teacher’s practice and consider each educator individually.
  • Expectations for peer review visits and follow-up are clear. Course materials are examined (i.e., assignments, projects, assessments, etc.)
  • Reviewers may be of like grade range or subject where possible, however, this is not required. In some cases, cross-disciplinary or grade reviews may be beneficial. Configurations may also be within-buildings, across-district, or across multiple districts.
  • Expectations for peer review visits and follow-up are clear. Course materials are examined (i.e., assignments, projects, assessments, etc.)
  • Reviewers may be of like grade range or subject where possible, however, this is not required. In some cases, cross-disciplinary or grade reviews may be beneficial. Configurations may also be within-buildings, across-district, or across multiple districts.

PROFESSIONAL GROWTH:

  • Currently part of the Waukee culture:
    • PLCs operating in all buildings. The key processes of a PLC lend themselves to ‘peer review’ of artifacts, student data, teaching strategies, assessment development, etc.
    • ITPDPs are collaborative in nature and several teams write goals around student learning (SMART goals) and developing action steps to support improved practices.
    • Instructional coaches and administrators informally observing each other for feedback and learning
  • ITPDP annual conference form will include:
    • Peer Review
      • Date(s)
      • Individual/Team selected for review
      • Reflection including artifact(s) of teacher’s choice

To download a PDF version click here.

560 Southeast University Avenue
Waukee, Iowa 50263
Phone 515.987.5161
Fax 515.987.2701