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Purpose of Peer Observation

February 27, 2012

From the descriptive statistics, the various responses were gotten from the teachers on the purpose of conducting peer observer. Out of the 50 responses counted, 32 teachers strongly agreed that the peer observation will improve teaching and learning, 17 teachers agreed, 1 teacher disagreed while none of the teachers strongly disagreed that per observation will enhance the quality of teaching and learning. On the rating average of whether per observation will improve teaching and learning, it was rated at about 1.38. On the question whether peer observation was meant to support one another, 31 teachers strongly agreed that peer observation will assist teachers in teaching, 14 agreed, 3 disagreed and 2 strongly disagreed that peer observation will be used to assist one another.

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On the average, the answer gotten was recorded at about 1.52. Also, on whether peer observation will encourage teachers to reflect on their own practice, 31 of the teachers strongly agreed that peer observation will encourage teachers to reflect on their own practice, 16 of them agreed, 2 disagreed and 1 of the teachers strongly disagreed. On the average the response to this question was about 1.46 from 50 responses. Peer observation on whether it allows teachers to evaluate their own colleagues, 6 of them strongly agreed that peer observation can help teachers evaluate their colleagues, 11 of them just agreed, 24 of them disagreed and 9 of the teachers strongly disagreed. On the average, the response to this question is about 2.72 from 50 responses.

On whether peer observation will provide information to higher management about teachers, 4 of the responses strongly agreed that peer observation will provide adequate information to higher management about teachers, 13 agreed, 18 disagreed and 15 strongly disagreed that peer observation will provide adequate information to higher management about teachers and was rated 2.88 on the average from 50 responses. Peer observation will be used to familiarize teachers with performing observations, 17 of the respondents strongly agreed that peer observation will be used to effectively familiarize teachers with performing observations, 24 of the respondents agreed, 7 disagreed and 2 strongly disagreed that peer observation will be used to familiarize teachers with performing observations with an average rating of 1.88 from 50 respondent. To aid teachers’ professional development, on the purpose of performing peer observation, 28 of the respondents strongly agree that peer observation really aids teachers’ professional development, 21 of the respondents agreed, none of the respondents disagreed while 1 of the respondents strongly disagreed that peer observation can effectively aid teachers’ professional development, with an average ratings of 1.48 from 50 responses.

Respondents strongly agree more with using peer observation to enhance the quality of teaching and learning. Respondents agreed more with using peer observation to familiarize teachers with performing observations and disagreed more that peer observation can be used to evaluate their colleagues. They strongly disagreed that it can be used to provide information to higher management about teachers. The rating average agreed that peer observation is very effective in enhancing the quality of teaching and learning and recorded the least average of using it to provide information to higher management about teachers. 32 respondents responded to the fact that peer observation opinion is a positive move towards evaluating teaching and learning and they strongly agreed, with a mean of 21.29 and Std. deviation of 12.244. 24 respondents agreed with a mean of 16.57 and Std. deviation of 4.577. 24 respondents also disagreed with a mean of 7.86 and a Std deviation of 9.406, 15 strongly disagreed with a mean of 4.29 and a std. deviation of 5.589.

On the Opinion of how peer observations should be conducted by an observee

As an observee, there are certain things you don’t consider right when performing a peer observation and certain answer options will be specified and based on the response. The observee feels that it is only right for an observer to inform him or the observee on the particular date and time he/she is coming for peer observation, 32 respondents said it is very important for an observer to inform an observee on the particular time and date for peer observation, 6 said it is very important, 8 said it is moderately important while 4 said it is not necessary for an observer to inform an observee on the time and date he/she is coming for peer observation. This question has an average rating of 1.68 from a respondent of 50. On whether as an observee one is allowed to have a pre observation discussion with the an observer, 20 respondents agreed and said it is very important that an observee should be made to have a pre-observation discussion with an observer, 11 said it is important, 12 responded that it is moderately important while 7 said it is not important that an observee have a pre-observation discussion with an observer before the peer observation. This question had a rating average of 2.12 from 50 respondents.

Also, it was suggested an observer should take an active role in an observee lesson, 2 respondents agreed and said it is very important, 4 said it is important, 7 replied that it is moderately important while 37 said it is not important at all that an observer take an active role in an observee’s lesson. This question has a rating of 3.58 from 50 respondents. Respondents were asked whether as an observee, one should receive written feedback from an observer, 13 replied and said it is very important an observee gets written feedback from an observer while conducting peer observation, 12 said it is important, 17 agreed and said it is moderately important while 8 refused that it is not in any way important that an observee receives a written feedback concerning peer observation from an observer. The question got an average rating of 2.40 from 50 respondents.

Another question was about an observee been told about his/her weaknesses in the course of peer observation, 39 agreed and said it is very important, 11 said it is important, none of the respondents either said it is moderately important or it is not important at all. The question got an average rating of 1.22 from 50 respondents. An observee should be informed about his strengths so as to improve in the areas, 45 respondents agreed that an observee should be informed about his strengths so that he or she will know what he is doing and be motivated, 5 respondents said it is important that an observee knows his strength areas so that he can be encouraged to do improve. Neither of the respondents said it is moderately or unimportant that an observee be told his strength areas. The question received an average rating of 1.10 from 50 respondents. As an observee, an observer should acknowledge you for participating in the peer observation, 22 respondents agreed and said yes it is very important, 13 agreed and said it is important, 6 said it is moderately important while 9 refused completely that it is not important that an observee be acknowledged by an observer for participating in peer observation they question got an average rating of 2.04 from 50 respondents.

On the Opinion of how peers observation should be conducted by an observer.

The way peer observation is conducted affect per observation. As an observer what is the role expected of you when conducting the peer observation exercise. A questionnaire was designed and a sample of 50 respondents answered questions on the questionnaire. 24 of the respondents responded that it is very important the way and manner peer observation is conducted on when deciding what teaching aspects one would do, 19 respondents said it is important, 6 replied that it is moderately important while 1 respondent said that it is not important at all how one should decide what teaching aspects one would choose. This has a rating average of 1.68. Another way of conducting peer observation was suggested that the observer should have an observation sheet with a set, 24 respondents said it is very important for an observer to have an observation sheet with a set, 13 said it is important, 8 replied that it is moderately important while 5 said it is not important at all for an observer to have an observation sheet with a set while conducting peer observation. At the end of the day this had an average rating of 1.88 from 50 respondents.

On whether an observer should have a discussion with the teacher before conducting the observation, 18 respondents said it is very important for an observer to discuss with the teacher before conducting performance, 12 respondents said it is important, 15 replied that is moderately important while 5 said it not at all important for an observer to have a discussion with the teacher before conducting peer observation. At the end of the day, the average rating for this was 2.14 from 50 respondents. One very critical question was that whether the observer should attend all the lessons for 50 minutes, 24 replied that it is very important for the observer to do that, 13 said that it is important, 5 said it is moderately important while 8 said it is not important at all for an observer to attend the whole lessons for 50 minutes before conducting peer observation. At the end of the day, this has an average rating of 1.94 from 50 respondents.

Another question of whether an observer should participate in the lesson observed, only as little as 1 said it is very important if an observer will participate in the lesson that he or she had observed, 5 said it is important, 4 replied that it is moderately important while 40 vehemently refused that it is not at all necessary for an observer to participate in the lesson that he or she had observed. At the end of the day, the average rating for this question came up to 3.66 from 50 respondents. Having a post observation discussion was another question that was among questions required to be answered by the 50 respondents, 29 agreed that it is very important for an observer to have a post observation discussion, 16 said it is important, 4 replied that it is moderately important while just a single respondent said it is in no way important for an observer to have a post observation discussion.

At the end of the day, this question has an average rating of 1.54 from 50 respondents. The question of providing evaluative statements by an observer, 14 said it is very important for an observer to present evaluative statements at the end of observation, 15 replied that it is important, 6 said it is moderately important while 15 said it is not important at all. This question had an average rating of 2.44 from 50 respondents. An observer is also prompted to praise the teacher for her effort so as to encourage her, 29 respondents said it is very important for an observer to praise the teacher for her efforts, 13 said it is important, 5 said it is moderately important while 3 said it is not in any way important. This question had an average rating of 1.64 from all 50 respondents. It was also pointed out that as an observer, one should receive training on how to observe and further evaluate the teacher, 32 agreed to this and said it is very important for an observer to go for further training on how to observe and evaluate the teacher, 13 said it is important, 4 replied that it is moderately important while just a single respondent replied that it is not important at all. This had a rating of 1.48 from 50 respondents.

From the graph, it can be deduced that 85% of the respondents agreed that it is very important the observer participates in the lesson he or she is observing. This will help him/hr observe clearly and participate better in the peer observation and how it can be conducted. Evaluative statements of the observer is another viable and beautiful aspect of how an observer should conduct peer observation, 60% agreed that evaluative statement of the observer is very important as it will help non observers understand how a peer observation is conducted. From the T-test, it showed that the mean average respondents that stated that it is very important for an observer to conduct peer observation have a mean of 21.67, the mean for respondents who said it is important was 13.22, moderately important with a mean of 6.33. However, those who did not see that an observer should conduct peer observation were with a mean of 8.78.

From the pie chart it was observed that respondents answered or responded to question once for every semester more frequently with 64.0%, some replied to questions once in a moth with a 20% frequency. Those that replied once in every year are very rare with a frequency of 10.0% while none of the respondents replied or responded to questions in at least once a week. 6.0% never responded to questions concerning peer observation. It can also be deduced from the table that, several ways can be beneficial to the teacher been observed. 84.0% of teachers observed said it is better to understand which aspects of my teaching can be improved, 74% said it will be beneficial when the teacher that is been observed become more aware of his/her weaknesses as a teacher. 72% agreed that it will be beneficial when he/she become aware of his strength as a teacher, 64% agreed that it will benefit the observee when he becomes a more effective teacher.

Another group said it is important only when it improves their observation skills and 52% agreed that it is beneficial when it reflects regularly on their teaching. Working collaboratively with colleagues was more important to some group with about 46% while others said learning to talk more effectively about their teaching and also developing better relationships with their colleague’s benefits them more with 36% each.