A Two-Level Peer Review Model for Expanding Schools Leaders' Understandings and Practices for School-Based Professional Development

• In Event: International Perspectives on Teachers and Educational Leaders

Abstract

Implementing opportunities for teacher learning is a key task of school leadership teams. Designing professional development that impacts practice entails a clear vision of the learning to be achieved by students and how teachers’ learn. This study describes the design, implementation and outcomes of the School Inquiring and Learning with Peers (SILP) professional development model that aims to address these two elements. Based on an adaptation of the Research-informed Peer Review (RiPR) model, SLIP involved leadership teams from three schools collaborating in school self-evaluation focused on teachers’ use of feedback during instruction. From a content analysis of transcripts of the various workshops involved in SLIP, changes in participants’ understandings of how students learn and how teachers learn were documented.

Authors

• Carmen Montecinos, Universidad Catolica de Valparaiso

• Monica Cortez, Pontificia Universidad Catolica de Valparaiso

• Fabian Campos, Pontificia Universidad Catolica de Valparaiso