Elementary Principal Perceptions of Intraschool-Supported Teacher Peer Observation: No Silver Bullet Needed

Our qualitative study focused on how K-5 principals perceived and supported intraschool teacher peer observation practices (POPs). Research questions addressed their perceptions of POPs and strategies used or recommended for supporting them. We interviewed nine school leaders from two divisions in a mid-Atlantic U.S. state. Perception-related findings were: (a) POPs benefited teacher professional development; (b) time, coverage, and negative mindsets posed barriers; and (c) practitioner-generated strategies reflected real-world knowledge. Strategies in use were: (a) building a positive culture; (b) adopting an intentional, people-first approach to development; (c) planning to minimize obstacles; and (d) creating and protecting opportunities for reflection.