Date of Award

Summer 2022

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Leigh D’Amico

Abstract

In American schools, teachers seldomly have time to see each other teach resulting in missed opportunities to learn and grow from one another. Participants engaged in peer observation and feedback in order to determine the effectiveness of this professional development structure on practitioner growth, teacher efficacy, and overall teacher satisfaction. Data was collected from multiple sources that indicated several themes of growth resulting from the peer observation and feedback cycles including an increase in flexibility and willingness to have others in classrooms, new practitioner thinking and application to classroom practice, and the expansion of influence on highly effective teachers on colleagues in other grade levels. The conclusion of the study indicates that continued professional development that includes peer observation and feedback will expand these results and grow practitioners throughout the school setting.

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