“Crowdsourcing Teacher Evaluation: Let the Voices of Teachers be Heard”, the third in a series of MCNC Jams, attracted dozens of early college high school teachers who shared their experience with Peer Review. The core idea is that a reflective staff that uses a structured process of “peer review” to examine individual practice, combined with a collective commitment to specific learning outcomes, improves teaching and learning for all students.
New York, NY (PRWEB) June 12, 2012
The Middle College National Consortium (MCNC) held a Jam on Peer Review, the process of improving pedagogy that it has developed over
the past three decades. “Crowdsourcing Teacher Evaluation: Let the Voices of Teachers be Heard” attracted dozens of early college high school teachers who shared their experience with Peer Review. School administrators, district personnel and college faculty also participated.
Peer Review is a three-year process undertaken by the full staff of a school. To be successful Peer Review must be strongly supported by the school administration but managed independently by the school staff. The core idea is that a reflective staff that uses a structured process of “peer review” to examine individual practice, combined with a collective commitment to specific learning outcomes, improves teaching and learning for all students.
The Jam, an asynchronous online text-based exchange, addressed the criticality of building trust among staff before and during the Peer Review process. Many teachers spoke of the tremendous insights they have gained from their peer reviews, the growth they could observe in their practice and the impact on their students. One teacher observed “ Hearing a colleague praise a practice in my classroom, one that perhaps I had taken for granted, was a boon to my efficacy as a content teacher and classroom manager”. Others spoke of feeling less isolated and of the strength and cohesion their community of staff had gained from the process.
Dr Cecilia Cunningham, founder and executive director of MCNC, spoke to the way in which staff could capitalize on Peer Review to support robust and fair teacher evaluation. Dr. Cunningham noted that Peer Review can be a superior alternative to traditional evaluations. “If teachers learn to be reflective, build professional relationships among peers, become more purposeful in planning and feel that they are true stakeholders in the success of a school then students will be the true beneficiaries of a changed system. “
For information on Peer Review, or the MCNC Summer Professional Development Institute, please contact Dr. Cunningham at ccunningham(at)mcnc(dot)us. To register for the MCNC Summer PD Institute which will hold five workshops on Peer Review please click here.
MCNC is a pioneer in developing small schools on college campuses where high school students, especially those who have been previously underserved by their former schools, can earn both a high school diploma and either an Associate’s degree or transferable college credits upon graduation. MCNC, headquartered in New York City, is a leader in the movement to establish and sustain dual enrollment in high school as a viable and necessary college readiness educational model.
To get a comprehensive overview of the history, design principles, current work and achievements of the Middle College National Consortium, please visit us at http://www.mcnc.us.
Middle College National Consortium