Centering Teacher Collaboration in the Professional Growth Process

As a school leader, I have often wondered whether our evaluation systems were truly helping teachers grow. That question became the starting point that pushed my leadership team and me to rethink what professional growth could look like in our school. What if teachers, instead of being evaluated by an administrator, had more ownership of their growth? What if growth came from reflection and collaboration rather than ratings and rubrics? And what if peers, not supervisors, became the main partners in professional learning?

These questions are how we began to shift from a traditional evaluation model to a peer-assisted reflection process that has helped build more trust, curiosity, and genuine growth across our school. This shift was inspired by research from Dylan Wiliam on formative feedback and John Hattie on collective teacher efficacy. Both highlight the power of timely, specific feedback and the impact of teachers believing in their shared ability to improve learning.

Shifting From Observation to Reflection

We began by asking each teacher at our school to choose one colleague whom they trusted to serve as an observer throughout the year. At the designated observation times, the observer attended the teacher’s lesson and took notes on a digital tool to call out strengths and possible opportunities for improvement. These observations were not evaluative in any way; they were intended to be informative and collaborative.

After the observation, the teacher led a short reflection conversation using our Assisted Reflection Protocol. In this protocol, the teacher started first by sharing what they felt went well and what they thought they could improve upon. The observer listened without interrupting. When it was their turn to speak, they shared advice without judgment or debate.

There was no back-and-forth because the goal was clarity, not critique. Because the teacher and observer were trusted, chosen colleagues, this conversation flowed comfortably—as comfortably as possible, since there could still be moments of awkwardness when teachers had to be vulnerable.

One key to this reflection process was that the teacher felt in control of their lesson and their practice and got the opportunity to name their next steps, which gave them more ownership.

INTRODUCING LEARNING WALKS in the professional development process

Because we had seen teachers respond well to the collaborative learning conversations, we decided to introduce learning walks too to further the collaboration and drive professional growth. To successfully implement learning walks, we began by grouping three to four teachers from different grade levels together. Leadership teams could encourage teachers to choose groups themselves as well, but should be prepared to combine different groups if needed.

We then spent time with all teachers to ensure that everyone felt comfortable and understood that the purpose of the process was to all grow together and to support one another.

Once the small groups were established, the learning walks could begin. During predetermined days and times, the group would choose one teacher to observe and would attend their class, observing and taking notes throughout. Afterward, the entire group would meet to reflect and debrief.

The teacher would begin, similar to the collaborative conversations between pairs, by sharing what they thought went well and areas they could improve. The teacher could then ask for either moments that the observers thought went well, or advice. The conversation flowed from there, with all in the group taking notes to track the conversation and planned actions.

Throughout the year, the group observed one another multiple times, using the same note-taking space, so it was easy to go back and look at what they had previously discussed. In these conversations, teachers learned to ask one another for support and help, building upon their individual practice while also building relationships across the building.

How Leaders Stay Connected to Teacher Growth

One of the first questions we faced was: If you move away from a traditional evaluation system, how do you know teachers are actually growing? We learned that removing the old system did not remove accountability. It simply changed the way it looked. Leaders now meet with each teacher several times a year for short, supportive check-ins. Teachers bring evidence from their peer reflections, learning walks, and goal-setting documents to discuss with leaders to ensure that growth is happening and is being celebrated.

These conversations feel different from evaluations; they are about learning, not judgment.

The questions are kept simple:

• What goals are you working on right now?
• What have your reflections helped you notice?
• What are you trying next?
• How can we support you?

These conversations help leaders understand how teachers are growing while also encouraging teachers to take ownership over the process. Leaders can see patterns, celebrate progress, and offer support where it is needed. In short, we still track growth, but in ways that feel personal, real, and aligned with how adults learn.

How to Start Small: introducing peer reflection for professional development

Schools do not need to overhaul everything at once; culture shifts best through small, consistent habits. A few steps can build momentum:

• Start with peer pairs chosen by individual teachers.
• Provide simple reflection forms and clear conversation prompts.
• Try learning walks centered on just a few specific instructional practices.
• Give teachers time to talk, wonder, and connect.

Reflection is now something teachers look forward to. Conversations have become deeper. Teachers are more willing to try new strategies because they feel supported, not judged. Growth has become something shared, not something checked. Most important, teachers have become the owners of their professional learning.

By trusting teachers and giving them the tools to guide their growth, we are building a system that feels more human and better aligned with how learning actually happens. And the best part? Teachers tell us they feel seen, supported, and professionally energized. For us, that is the true measure of success.