Background: Many education systems internationally expect schools to participate in continuous instructional improvement programmes. One tool used within these processes is the structured, rubric-based classroom observation, focused on the evaluation of teaching. Such observations are a common feature of formative evaluation systems, teacher…

In this article, we describe the process of revising our writing program's teaching observation forms and processes over the last several years, drawing from descriptions of best practices in conducting teaching observations in writing programs (Comer; Jackson). We analyze the teaching observation form as it functions in a structurational nexus to…

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called…

Critical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before…

In this theoretical article, we propose a conceptualisation of noticing, drawing on our enactivist perspective, which takes account of what is now known about human cognition, and from which we draw out implications for how noticing develops. We review past work on mathematics teacher noticing and note the dominance of a paradigm of taking…

We examined what and how experienced (mentor coaches) and novice coaches (coach participants) noticed as they analyzed a vignette of a coaching interaction between a coach and a teacher. We modified the van Es (2011) Learning to Notice Framework for a coaching context to analyze What and How coaches notice. We collected data from ten mentor…

Critical reflection is pivotal for enhancing practice in peer observation of teaching (POT). Our analysis of educators' reflections in a developmental POT program revealed a deficiency in the level of critical reflection. In this paper, we reflect on the reasons behind this shortfall and changes made to enhance the scaffolding of critical…

Students have powerful but underutilized perspectives on the impact of educators' professional learning. When students are directly engaged in providing feedback, they can offer unique insights into how professional learning translates into classroom practice and affects their learning experience. Incorporating student feedback also helps…

Adaptive expertise is considered key to improving teacher practice. While literature suggests that classroom observations followed by professional learning conversations may contribute to the development of adaptive expertise, few studies have specifically examined the influence of this process. Hence, this qualitative study investigated the…

Compulsory schemes that extend peer review beyond classroom observation are rare. The institution within which this study sits implements one such example named peer support. By drawing upon data from one faculty, the peer support scheme, which has been in operation since 2009 is placed under a research-led critical review. Whilst the scheme is…

The researcher sought to understand how the complexities and challenges of offering high-quality professional development district-wide impacted teachers' ability to implement their new learning. The literature posits that to be considered effective, professional development must include six distinct design elements: (1) Is data driven, (2)…

Background: Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear. Aims: This study investigates how goals directed at students and the classroom are associated with visual information…

This research investigates how peer observation programs can be designed to enhance faculty use of student-centered logic. Data include participants' self-reports (interviews) and 50 hours of recorded faculty-faculty dialogue. Findings suggest specific design features that may increase fluency in student-centered logic. The study may be useful to…

Trauma-informed approaches are increasingly being integrated within early care and education (ECE) settings due to the plethora of research linking adversity and trauma in early childhood (e.g., maltreatment, violence, and racial discrimination) to children's social-emotional, behavioral, and academic well-being. However, despite widespread use of…

Structured classroom observation protocols provide instructors with data about their teaching practices, but instructors may not meaningfully engage with those data without guidance. To facilitate instructor reflection, educational developers from the Centers for Teaching and Learning (CTLs) and educational researchers from STEM departments across…