Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School

Abstract

The purpose of this case study was to evaluate the effectiveness of the successful teacher observation protocol (STOP) Stop Light Learning (SLL) program as an effective personalized, job-embedded professional learning (JEPL) program focused on peer observation for science, technology, engineering, and math (STEM) teachers. The study explored the effect peer observation has on professional learning and offered program recommendations so that SLL ultimately has the impact of raising student achievement on high school campuses. The researcher used a case study approach at Redwood (pseudonym) High School (RHS) that employed quantitative analysis to evaluate the program. The participants’ experience ranged from 0 to 26 years, so an analysis could be made on the differing effects and perceptions of teachers throughout the phases of their career.

This record of study sought to answer the following overarching question: How does STOP Light Learning meet the professional learning needs of STEM teachers as an innovative, job-embedded peer observation program in a southwestern high school? The following questions guided the study: 1. How do STEM teachers at RHS rate the quality of their SLL experiences as compared to other professional learning experiences provided by the campus and the district? 2. Do the STEM teachers at RHS believe that SLL should continue as an option for personalized learning? 3. How would the STEM teachers at RHS improve or change the SLL program at RHS?

Descriptive statistics were used to provide simple summaries of the survey information and practical significance of the data. The analysis of the data resulted in nine significant findings. A representation of the nine findings is listed here: 1. Teachers do not want school or district administrators designing their professional learning. 2. The teachers value voice and choice in their learning. 3. Teachers place significant importance on the ability to collaborate with other educators. 4. STEM teachers believe learning from others through peer observation is a valuable practice and should be continued at RHS.

The results also indicated that for this learning to occur, campus administrators must put systems in place to aid teachers in their growth and development.