Adults helping adults: Teacher-initiated supervisory option for professional development

Abstract

This paper discusses peer supervision among teachers. It considers the foci, practices, problem and potential importance of peer supervision in facilitating professional growth teachers. Peer supervision or peer coaching is a vital part for professional development that enables teachers to make changes in their instructional practices and procedures for the purposes of improving student performance. According to James et al. (1992), “peer supervision breathes life into a school system. It makes professionals. It is exciting. It works”. Other terms that have been used to refer to peer supervision include collegial supervision (Daresh and Playko, 1995); and co-operative professional development (Harris and Ovando, 1992). The term supervision, as used in this paper, refers to “a process by which teachers work together for the purpose of mutual professional development” (Heller, 1989).