Feedback Please!

As teachers, we often find ourselves isolated in our own small kingdom with little feedback about how we are doing.  We may be observed once or twice a year by an administrator whom we expect and prepare for, but often that is our only source of observation.  I know that personally, I try not to change the way I teach as I really do value honest feedback  The temptation is there especially as I know this might be the only chance I have, but I do my best to be myself.  These visits are by necessity infrequent due to the sheer number of teachers to be observed by a limited number of administrators.  This means that a quick snapshot of our skills is there, but it not really something that can be considered a learning tool.  It can be very difficult to recognize ruts or deficiencies we have slipped into if we only view our teaching through our own filter.  Something more is needed, including a willingness to listen.  Andy Vasily wrote a blog post about our readiness for feedback at http://www.pyppewithandy.com/pyp-pe-blog/thought-of-the-day-saturday-july-26th-2014, and we have decided we are ready.

At our site, the three of us have decided to work together to spend some time throughout this coming year in each others' classrooms.  Our goal is not to make each other feel good with surface level observations.  We are trying to identify things that we each do that are great, but more importantly things that are not up to par or can be improved.  We all have those areas that we could be doing better, but it can be hard to identify them on our own.  The purpose of this exercise is to see our weaknesses in order to improve them.  The three of us have worked together now for six years, and have developed a strong friendship over this time.  This can make being honest easier, as we have a foundation that can support the potential pain a real and open assessment can create.  It can also make things a little more difficult, as we are truly invested in each other and would not purposefully hurt each others' feelings.  However, the benefits truly outweigh the temporary discomfort.

Our game plan is the following:

1. Observe each other early in the year - giving up two planning period twice a semester is do-able.  It is inconvenient, but does not need to be a regular occurrence to be effective. 
2. Meet together as quickly after the observation as possible to go over impressions while they are fresh -  For us, this will need to be before or after school, or possibly during our lunch time
3. Repeat for each teacher until we have each met - This needs to be done early enough that changes can be made before the next observation
4. Observe each other towards the end of the semester - Observing early in the year, and then midway through allows us to make changes between meetings.  The 2nd quarter observation will allow us to hear how our changes have addressed the gap and where improvements are still needed.  What a wonderful chance for insight!
5. Repeat during the Spring semester, looking at changed areas, and watching for other areas of need.

A bonus we will experience in this process is that we also get to share our best teaching practices with each other.  This is something that does not happen at all sites.  There are some progressive schools who have put an emphasis on peer observations, but this is the exception rather than the norm.  Tremendous value exists in the ability to see others and their methodology but few of us get to draw upon this wealth of experience and expertise.  If your site does not build in peer review time, that doesn't mean you have to miss out on the benefits!  Find peers whom you work well with and whom you admire, and get out of your classroom and into their world!