Using Peer-to-Peer Observations to Support New Teachers

Picasso famously said, “Good artists copy. Great artists steal.” To me, teaching is a stealing profession. If teachers are not “stealing” best practices and sharing them widely, students are not reaping the benefit of the different talents in the district.

When I first began my role as an instructional supervisor, I was excited to norm best practices like small group instruction. I often heard concerns like “You don’t know my students—if I’m not on them, they’ll do nothing or distract others.” I began to develop peer-to-peer observations as a method for teachers to see what was happening in other classrooms, and so they could witness effective teaching practices modeled by other teachers.

One of the most powerful and sustainable forms of professional growth already exists within every school: teachers learning from one another. Peer-to-peer observation, where teachers visit each other’s classrooms, learn from the observations, and offer feedback, is an underutilized strategy that can transform professional learning. If done effectively, it leads to stronger instructional alignment, builds a more collaborative culture, and improves outcomes for students.

Intentionally crafting Peer Observations

In a typical school year, teachers are formally observed three times, usually by principals, department heads, or coaches. These limited, often-stressful observations may be the only feedback teachers receive. In a profession where effectiveness directly impacts our students’ well-being, regular feedback is essential. However some of the most effectively received feedback comes from teachers who are actively doing the work, not those who used to.

A simple, teacher-driven system that districts have adapted is the pineapple chart. It’s a simplistic schedule where teachers list times their classroom is open for observations. I can see why this approach has become popular: It has little demand on leadership and removes the intimidation factor for other teachers coming in and observing.

However, while organic is great, intentionality matters even more. For novice teachers, observing colleagues’ classrooms is crucial. But without direction, the time spent in the classroom may not help you grow as quickly. A common practice in education is using data-informed instruction to support our students. My idea is the same when planning out peer-to-peer observation: We should be collecting qualitative and quantitative data to exemplify our support for our teachers. Leaders can use walk-through and observation data to identify targeted areas of need and then match teachers with colleagues who excel in those areas.

For example, if I’ve provided both formal and informal feedback to a novice teacher who needs support with transitions during math centers, they know that they’ll be observing a colleague who excels in this area. The peer observation becomes more focused and purposeful. This turns peer observation into a strategic support tool that addresses individual teacher growth goals while keeping it collaborative and nonevaluative.

Creating a safe culture around feedback

When I was a novice teacher, I remember staying quiet and feeling like my voice and opinions did not hold any value because I did not have enough experience. Now I know this is far from the truth. As I say to my teachers—and anyone reading this—“We need your voice.” Your perspective is essential to ensuring that we are all growing. The more my novice teachers have the ability to practice giving feedback in safe spaces, the more confident they become and the more receptive they are when they receive feedback.

One way to build this trust is by practicing feedback in safe, structured settings like professional learning communities (PLCs). In the first couple of weeks of school, my experienced teachers will share a lesson they are teaching for next week. We will then specify a particular aspect of that lesson. For example, a veteran teacher may share an objective like this: “The teacher will model placing ⅓, ⅔, and 1 on a number line, then students will practice on their own.” A novice teacher may initially respond with feedback like this: “Students might not get it and have a hard time on their own.” This shuts down conversation and doesn’t provide teachers with a path forward. Instead, we work as a team to model more constructive feedback: “Yes, modeling helps, and we could strengthen understanding by having students physically place fraction strips on a number line before drawing.”

The more my teachers practiced the “yes and” feedback model, the more their PLCs began to feel like true professional learning communities. This is when I use the opportunity for my novice teachers to begin to explain their lessons and receive feedback from the other teachers on their team.

Building Teacher Efficacy Through co-observations

Many of my novice teachers watch a highly functioning class and come back saying, “I wish I had those students, they’re so well-behaved.” What I noticed is that they missed all the subtleties, the thoughtful planning, the embedded routines, and the high expectations that the experienced teacher sets. Watching the lesson with them lets me highlight those moves in the moment or during the debrief. This is when you see the novice teacher’s perspective shift. While the novice teacher is taking notes on a designed feedback sheet that I created, I am also taking notes.

After the observation is over, we compare our notes and debrief about what the teacher excelled in and where there are the opportunities for growth. This is a great segue for the teacher to then talk about what they are doing well and what they still need to improve on based on what they observed. For example, a novice teacher might realize something like, “I am doing well with my small group teacher table giving direct support; however, I can do better at establishing my expectations for my other student centers.” If possible, you can allow extra time so that the observer and the teacher being observed have a space to discuss the lesson.

The most important step, for both the administrator and the novice teacher, is to then follow up shortly after in the observers’ classroom to praise their efforts for attempting something new and offer the next steps for continued growth. The only way for our teachers to grow and our students to benefit from that growth is to have a high level of support with an equal level of accountability.