Designing Programs to Improve Capacity: The Impact of Peer Assistance and Review on Teacher Practice

• In Event: 75.012 - WOKE Educational Leaders in the Era of Alternative Facts

Abstract

Objectives
Researchers, practitioners, and policy makers widely recognize teacher quality as
the school-related factor that has the largest influence on a child’s academic performance.
While research has documented the central role that teacher quality plays in promoting
student achievement, studies have not yet yielded a consensus on the factors that enhance
teacher quality. Understanding which professional development practices prove most
effective in addressing district needs can potentially impact how district leaders look to
improve both teacher performance and teacher retention. Researchers have reported that
teacher support, especially through high quality induction programs, could help to
improve the workforce and retain high-quality teachers in the high poverty areas that
need them the most (Ingersoll & Smith, 2004; Ingersoll & Strong, 2011; Goldrick, 2016). Districts must assess the degree to which existing teacher development activities are
helping teachers attain key skills and choosing to stay.

Theoretical Framework
The purpose of this descriptive study was to examine the impact of Peer
Assistance and Review (PAR) on the teaching practices of non-tenured teachers as
assessed by the teacher observation tool, Framework for Teaching (FfT) (Danielson, 2011). This study sought to identify whether there was a statistically significant difference in ratings from a
teacher’s first to last formal observation after participating in PAR.

Methods
In this mixed methods study, quantitative methods were used to examine formal observation data in order determine whether participation in PAR impacted the performance ratings of
teachers. Furthermore, qualitative methods, in the form of interviews, were used to gain
insight on a teacher’s perception about their participation in PAR and how it has
impacted their instructional practices. The study took place in a district serving more than 125,000 students, primarily students of color.

Results
Results from this study confirm that there was a statistically significant difference in first
to last formal observation ratings for participants recorded for all of the eight
instructional components tested. Furthermore, data showed that participating teachers
believe that their participation in PAR positively influenced the improvement of their
instructional practices (Table 2).

Significance
This study enriches the literature on Peer Assistance and Review
and the impact the program can have on teachers. Furthermore it substantiates research
investigating the implementation of evidence based practice, differentiated support for
teachers and accountability in professional development.

Conference Theme Connection
In order to leverage research as a resource in a post-truth era, this study’s findings show the impact of PAR for teachers in a large, metropolitan district providing a resource that districts of a similar context that are seeking research-based practices may seek to consider. Using research to inform practice is critical, and the implications of research informed teacher practices must continue.

Author

• David Curry