Collaborative Teacher Observations: A Case Study

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Michael Ellis, International Christian University High School

Teaching under observation is a basic and essential component of any teacher training program. Yet once novice teachers are released into the wild they are rarely if ever observed by other teachers. In this study, a system of teacher observation was piloted over two terms at a Japanese high school. The teachers (N = 7) observed each other’s classes, regardless of position or seniority at the school, for the explicit purpose of collaboration, not evaluation. In this paper, the formation and evolution of this observation system are described. Through a summary of the participants’ responses, practical advice is offered for teachers interested in setting up similar systems of teacher observation at their own schools.


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