Kentucky, with the adoption of the Professional Learning Administrative Regulation (704 KAR 3:035), established a stronger definition and standards around professional learning. According to the regulation, “professional development” means professional learning that is an individual and collective responsibility, that fosters shared accountability among the entire education workforce for student achievement, and:
• aligns with Kentucky’s Core Academic Standards in 704 KAR 3:303, educator effectiveness standards; individual professional growth goals; and school, school district, and state goals for student achievement;
• focuses on content and pedagogy, as specified in certification requirements and other related job-specific performance standards and expectations;
• occurs among educators who share responsibility for student growth;
• is facilitated by school and district leaders, including curriculum specialists, principals, instructional coaches, competent and qualified third-party facilitators, mentors, teachers or teacher leaders;
• focuses on individual improvement, school improvement, and program implementation; and
• is on-going.
Peer (teacher) observation (a source of evidence in PGES) is one model of professional learning that “is key to supporting a new vision for professional development,” explained Stephanie Hirsh, executive director of Learning Forward. The new vision, according to Hirsh, involves teacher teams that meet daily to study standards, plan joint lessons, examine student work, and solve common problems. Team members then apply that learning in the classroom, watching each other teach and providing regular feedback.
As districts continue to refine their processes and protocols for PGES, expanding the definition and purpose of peer observations to utilize PLCs, department meetings, or other existing structures can help strengthen not only professional learning but outcomes as well.
Vanderbilt University is working with six districts in Tennessee to establish peer lesson groups in which teachers work in horizontal or vertical teams to plan lessons, observe each other teaching those lessons (with a focus on specific elements) and then planning collaboratively for improvement. The refined lessons are then shared on a larger scale. Kentucky districts might borrow some ideas from this project to strengthen the vision and outcomes of peer observations. An article highlighting the peer group observation project with additional resources can be found at
http://bit.ly/vandypges.