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Peer observation (Brooks, 2003) is important because it:

  • supports teachers’ continuing professional development.

  • draws on social cognitive theory, which suggests that people learn when observing others and participating in social environments.

  • enables observing teachers to build on their current knowledge base by learning new strategies and applications for pedagogy, and then adapting them within the framework of their own teaching methods and teaching styles.

  • allows observee teachers to share and demonstrate their expertise within the context of their classrooms, gaining valuable feedback and ideas.

  • promotes reflective practice.

Research has shown that feedback for teachers helps to improve their instruction.  In the digital age, offering feedback to teachers has been made simple.  The Best Foot Forward Project by the Center for Education Policy Research in 2015 found that collaboration via digital video is helpful for both teachers and administrators.


Until now, peer observation has been unwieldy and difficult because of busy teaching schedules and logistics.  One-shot, annual formal observations by administrators never tell the complete picture.  Fresh Eyes on Teaching attempts to resolve the dilemma of observation-as-perfunctory afterthought by empowering teachers to more frequently seek out objective peer observations to improve classroom instruction, classroom management, student engagement.




Have a look at our sample international channel below and imagine what your school or district can do with its own peer observation platform by creating group and subgroup channels for grade levels, subject domain, rookie and veteran teachers, within and between schools. You have the capacity to develop an impressive peer observation network for teachers. You will find this small investment to be the most cost-effective means to raise the quality of instruction in your school.

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