Teachers observing and supporting one another can be a powerful tool for professional growth. The way feedback is framed during these activities can make a big difference. Peer feedback is most effective when it fosters collaboration and shared learning rather than judgment or evaluation. In a previous blog, I explored the difference between peer coaching and peer observation. In peer coaching, the teacher being observed has directed what the observer is focusing on and has requested the information that the observer will share. In peer observations, the observing peer is deciding what the observation is focused on because the focus is on what the observer wants to gain. The feedback exchanged in these settings differs significantly. Care must be taken that the feedback in peer observation not be interpreted as “supervisory” even when it’s all positive. I have described that the feedback after peer observation might be described as a “thank-you compliment.” Peer coaching feedback guides reflective dialogue and joint problem-solving.
In her book The Co Constructed School, Ann Lautrette describes how much more difficult it is to make supporting feedback feel non-judgmental and non-evaluative when a teacher and school leader are working together. She supports building collaboration, trust, and risk-taking at the center of professional learning and creating teacher peer relationships focused on continually improving teaching and learning.
Teachers want to make a difference. The feedback they find most useful recognizes that commitment and, in collegial and supportive ways, helps them do just that. (Gusky and Link)
Trying to overcome the difficulty of generating growth through supervisory feedback is often present when administrators provide feedback to teachers following short walkthrough observations. I explored this topic earlier in a podcast, Giving Two Glows and a Grow; Seldom Generates Real Growth. As I was exploring giving feedback with a group of teachers leaders, their comments reinforced my ongoing thinking that walkthroughs should be used for administrators to gain insights and questions that are then explored in focused observation and conversations. While principals describe walkthroughs as a form of coaching, generally, teachers say it isn’t. Instructional coaches often complain that when they take part in walkthroughs, teachers see them stepping outside their coaching roles. I believe that thought on the teachers’ is reinforce when the receive a walkthrough feedback note.
One teacher described that walkthrough feedback notes at her school were a form the read:
I saw……………………….
A positive……………….
I wonder…………….?
Another teacher stated their form listed two “Glows” and one “Grow.”
Without the teacher engaging in a conversation with the observer, it is unlikely that valuable reflection would be generated from this feedback. I interpret this feedback as an attempt to be safe and compliant. They are forms of the “feedback sandwich”. Positive feedback is served as bread and a needed improvement as the meat. While the provider of the sandwich might feel better with the delivery, the receiver seldom does. Growth and improvement don’t happen. While ‘I wonder?’ is a question, most teachers hear it as a suggestion or even a requirement for change.
As Ann Lautrette identified, it is easier for peer-to-peer feedback to be heard with a reflective mindset that can lead to change, but feedback that has a ring to a supervisory tone interferes with reflection and growth even though it is coming from a peer. Caution and consciousness should be present as peers give peers feedback.
A school I’m working with is designing an opportunity for peer observations, led by a team of teacher-leaders. Following my description of differentiating peer coaching and peer observation, one of the teachers sent me this note.
“I was able to share with our teacher-leader team from our conversation about peer observation vs. peer coaching and we’ve begun drafting some simple template ideas for peer observation. One thing that puzzled many folks (similar to the way it puzzled me during our chat) was why the observer shouldn’t compliment the teacher they observed in the conversation after?”
Here is my response:
You overstated my comment a little concerning feedback from peer observation….. a complement or two are fine…. The difference is that the focus should be more on what the observing teacher is taking away from the observation….
For example, instead of saying:
“You had powerful open questions that encouraged student thinking.”
or
“Your transition times were short and smooth.”
A peer observer might frame their feedback in a more reflective way:
“The strategy you have in place for students switching between centers made things smooth and saved time. I want to explore if there’s a way that I can apply that with my students, even though they are younger.”
or
“I saw students being very supportive of each other in their groups. How did you build that practice with them?”
This approach keeps the focus on professional learning rather than evaluation. Instead of merely receiving a compliment, the observed teacher is engaged in a conversation that deepens both educators’ understanding of effective practices.
