Why do peer observations often fail, and how can they work?
They fail when they're unfocused. An open-ended "go observe a colleague" invitation produces one of two outcomes: the teacher watches passively without knowing what to look for, or they notice something they don't like and offer unsolicited criticism. Neither builds professional practice, and the latter actively damages relationships.
Peer observations work when they have a tight focus — one specific practice, agreed upon in advance, with a clear protocol for what the observer is looking for and how they'll share what they saw. "Watch how Mrs. Rodriguez transitions between activities and note the specific language she uses" is a focused observation. "Go see what you can learn from Mrs. Rodriguez" is a field trip.
The other critical element is that the focus should be on transferable practice, not personality. "She's just so good with kids" is an attribution that prevents learning. "She uses specific, rehearsed language during transitions" is a practice that anyone can adopt.
More on Teacher Growth and Change
How do teachers actually change their practice?
When three conditions are met: they believe the change is worthwhile, they believe they can do it, and they see evidence that it works.
What does it mean to "move the middle" in a teaching staff?
Your staff roughly divides into three groups: a small number of high performers, a small number who are struggling, and a large middle group who are competent but have significant room to grow.
How should I support a struggling teacher?
Start with directive feedback — specific, concrete guidance about what to do differently.
Answered by Justin Baeder, PhD, Director of The Principal Center and author of three books on instructional leadership.