Peer Observation for Professional Learning and Social Capital

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Exploring and Expanding the Scope of Professional Development Schools

Abstract

This case study examined a peer-observation professional learning protocol, collegial visits. The study aimed to determine how collegial visits were perceived by teachers as a professional learning structure, whether they are aligned with professional learning standards, and how they influenced the school’s social capital. Data consisted of interviews with 13 educators, as well as artifacts of implementation. Results indicated that collegial visits had positive impacts on instruction. Collegial visits were perceived positively by teachers, and they aligned strongly with standards. Collegial visits were found to increase the school’s social capital by improving instructional practices at scale, increasing collective ownership, and assisting teachers to view their colleagues as resources.

Author

• Jeremy D. Visone, Central Connecticut State University