In the private business world, to organize groups of people who can work together and determine the most effective and efficient way to carry on a task or reach an objective is very common, and has had excellent results.
Given the nature of collective and cooperative learning in the education environment, it also makes a lot of sense for teachers to work together to improve their results, skills and practices. It is also very difficult, at least here in Costa Rica.
The word may be “observation”, but the feeling most often is that of being judged, and all kinds of alarms start to go off when that happens. That’s why I think that to create the right environment is crucial, as well as to have a set of criteria, developed also as a team.
When I do an observation in a class, it usually is in response to a request from one of the teachers, who would like some feedback on a particular student, situation, or to have another set of eyes which can assess the impact of a new methodology.
We usually talk about it before, and organize what we are interested in observing. After the session, we exchange our observations about what we experienced, and discuss the different points of view. It is a joint learning process, much more than an evaluation.
Unfortunately, it is not a well established practice yet, and there are teachers who react very defensively, as well as the students who also have to be brought into the dynamic in a positive way.
I believe that the more we teachers change the way we perceive the role of assessment, and the way we do it with students, the more open to these types of peer observations we will become, and their benefits will grow.