VASCD Journal

Journal 2013

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Developing Collaborative Professional Growth through Peer Observations This case study examined the perceptions of 44 elementary and middle school teachers and two principals regarding the use of peer observations for professional development. Data from principal pre- and post-interviews as well as from teacher pre- and post-surveys showed that participants want to explore opportunities to learn from each other as it relates to teaching and learning, yet constraints such as available time and initiative fatigue often are seen as barriers to this work. Providing opportunities for teachers to engage in peer observations can better prepare them to address the needs of students in their schools. Dr. William L. Sterrett Dr. William Sterrett is an assistant professor of educational leadership in the Watson College of Education at the University of North Carolina Wilmington (UNCW). He received his Ph.D. from the University of Virginia and can be reached at sterrettw@uncw.edu Dr. Kennedy O. Ongaga Dr. Kennedy Ongaga is an assistant professor of educational leadership in the Watson College of Education at UNCW. He received his Ph.D. from Michigan State University and can be reached at ongagak@uncw.edu.  Dr. Michele A. Parker Dr. Michele Parker is an associate professor of professor of educational leadership in the Watson College of Education at UNCW. She received her Ph.D. from the University of Virginia and can be reached at parkerma@uncw.edu 38 vaascd.org Virginia Educational Leadership Vol. 10 No. 1 2013

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