Enhancing Performance of Teachers through Peer Observation: A Critical Review for Implementation In Bangladeshi Colleges

Article Information ABSTRACT Received: November 10, 2020 Revised: December 11, 2020 Accepted: December 12, 2020 Online: March 01, 2021 The research purpose of achieving quality education is that enhancing teachers' performance is a must since it determines students' learning and academic achievement. On the other hand, peer observation (PO) is a practical tool used in a classroom where two peers work together and observe each other's teaching, and accordingly, the observer gives constructive feedback to the observed teacher, helping bring about positive changes in the instruction. Therefore, this paper seeks to explore the effectiveness of peer observation and formulate a framework for its implementation for improving the teaching performance of Bangladeshi college teachers. In this regard, the researcher used a secondary data analysis method in which around 75 papers, including journal articles, conference proceedings, and research reports of different authors and organizations, were studied, analyzed, and discussed in this paper. Besides, two more case studies in international contexts were elaborate to review. After analyzing the documents, the researcher divided the issue into several themes and sub-themes. The result found that the PO's implementation would enhance the teachers' performance, and consequently, the students' success would be augmented. Later, deliberating on different PO models, an implementation plan for PO in Bangladeshi colleges context was devised and developed.

the more experienced teachers tended to be very cautious of the PO process, the younger teachers accepted the experience. Hence, in this study, the participants were given the liberty to select partners for participation to reduce their nervousness. Even the teachers had the autonomy to choose the sessions to be observed. Moreover, it followed the three-stage process, including pre-observation meetings, observation, and feedback meetings to ensure collaboration between the teachers (Huston et al., 2008). Additionally, the feedback session was made private between the observee and the observer (A. Bell & Mladenovic, 2008).

Analyzing the Findings of the Study
The results of the pilot scheme had mixed reactions amongst the participants. While most participating teachers found the pilot scheme rejuvenating (Adshead et al., 2006), some teachers felt uncomfortable or somewhat nervous about being observed (Chamberlain et al., 2011). Similarly, most of the observers' responses were optimistic about the observers' role in attending classes and commenting on teaching practices like evaluating instruction, constructive feedback, and building confidence (Day, 2013;Norbury, 2001). Conversely, a few participating teachers felt uneasy at the observers' presence (Todd, 2017). Nonetheless, most observers lauded the opportunity to observe their colleagues' teaching practices and felt that watching the teaching practice would generate new ideas for their teaching practices. The pilot scheme also let the participants revisit their instructional practices from a collaborative standpoint (A. Bell & Mladenovic, 2008). More importantly, the participating teachers who were dedicated got more out of the scheme and shared the most positive opinions about the PO process.

Connecting the Case Study to Bangladeshi Colleges Context
The findings of this pilot scheme can be aligned with the context of Bangladeshi colleges. Firstly, most of the experienced teachers here do not reflect upon their teaching performances. Therefore, they follow the same teaching strategies years after years and do not think about their teaching and modify their instructional practices. Secondly, when colleges' authority wants to send them to any external training program, most of them show disinterest in attending. They feel that they are already experienced in teaching practices, and so, following the training session can be deemed a waste of time. Thirdly, the new teachers in Bangladeshi colleges show much interest in joining the training program and consider it an opportunity to enhance their teaching practices.

Overview of the study
The researchers of the article (Cooper et al., 2009) attempted to conduct a pilot program regarding the efficacy of peer observation in a school of Engineering at the University of Wollongong with the critical objectives of improving teachers' performances and augmenting collegiality among the colleagues. In this regard, they designed a peer observation partnership program, and it included seven phases for implementing the pilot program: Preparatory workshop, Initial Observation Sessions, Partnership groups formed, Planning meetings, Observations, Feedback meetings, and Evaluation.

Identifying the key issues
The researchers arranged 'Preparatory Workshop' & 'Initial Observation Sessions' to provide the teachers with sufficient information about PO and reduce their concerns and fears regarding PO. These sessions were rated as useful by the participants. The researchers' intention of organizing such sessions was to provide a solution to the possible problems arising from a holistic approach applied in an institution since Lomas and Kinchin's (2006) observation shared that some departments still lack the necessary information PO, which hampered the aim of PO process. The researchers used the 'Partnership groups formed' phase where the interested teachers privately sent e-mails to the coordinator with their preferred colleagues' names for formulating groups. This step was aimed to establish a collaborative relationship between the observed and the observer since it includes confidentiality and, therefore, increases collegiality among the colleagues. Moreover, while the researchers used an external coordinator in the 'Preparatory Workshop' and the teams' information, the external coordinator was also invited to some groups' feedback meetings. It is worth-pointing that the researchers introduced an external coordinator in the PO process. External coordinator use was lauded because it helped the participants understand the entire program more effectively by facilitating the pre-observation and post-observation stages. Additionally, the Evaluation phase was an added value to seek the perceptions of the participants about the efficacy of the program since through the evaluation, the researchers could know whether the program worked well or needed changes for more efficacy

Analyzing the Findings of the Study
The researchers documented the findings of their pilot program through quantitative and qualitative data from twelve participants. Nonetheless, about the effectiveness of PO in developing skills, the participating teachers found the program worthwhile for developing skills and ideas for giving and receiving feedback useful for effective teaching, increasing confidence in teaching, and promoting a collegiality culture.
Furthermore, the Evaluation phase was an added value to seek the participants' perceptions about the program's efficacy since through the evaluation, the researchers could know whether the program worked well or needed changes for more efficacy. Here, the participants added that they considered the program useful for enhancing particular skills such as crowd control, time management, preparing lesson plans, giving feedback on students' assignments, organized instruction, developing learners' concentration and focus. The young teachers mentioned the positive change in their approach to senior academics (Karabağ, 2000). However, different opinions came from only experienced teachers as they thought to be already confident in teaching (Blackmore, 2005).

Connecting the Case Study to Bangladeshi Colleges Context
Like the first case study, this pilot program's findings also resemble Bangladeshi colleges' context to some extent. The experienced teachers in Bangladeshi colleges and academic contexts are not easily approachable to the new ones since the hierarchy system prevails in our context. Hence, the newly joined teachers cannot consult with the experienced teachers about their teaching strategies and concerns. As a result, the collegiality between the experienced and novice teachers cannot develop. However, the researcher feels if PO is introduced in Bangladeshi colleges context, the gap between the experienced and novice teachers hampering professional development will be reduced.

METHODS
This study applied the secondary data analysis method and reviewed the current teaching practices in Bangladesh, academic and research articles published from home and abroad, and online resources selected at random to develop its concepts, strategies, and drivers.
On the other hand, it also reflects the personal experiences and observations of the researcher. Lessons from the several empirical studies and best practices of foreign context and the researcher's professional understandings offer circumstantial evidence for the challenges of implementing PO in Bangladeshi colleges.
However, some possible solutions to the PO's implementation discuss in light of available literature and personal experiences and observation. Nonetheless, the researcher developed this paper for the following objectives to achieve: 1. To investigate the effectiveness of peer observation on the teaching performances of the teachers 2. To explore the best methods to implement a PO program in Bangladeshi colleges offering tertiary education. 3. To seek possible solutions to some potential challenges regarding the implementation of the PO.

RESULTS
After reviewing various research publications and the researcher's personal and professional experiences and insights, the following actions plan and strategies for implementing peer observation in the Bangladeshi colleges have been devised and elaborated.

Implementing Peer Observation in Bangladeshi colleges
As many colleges are located in semi-urban areas, training opportunities for enhancing professional development are not often available for the colleges' teachers. In this regard, the PO can be an effective process that offers opportunities like 'learning by observing' enhancing teachers' professional development (Thomson et al., 2015). More specifically, when PO is introduced, the teachers will get the opportunities to observe one another's teaching strategies, which will help them reflect upon and bring about necessary changes in their current practices for further development. The newly appointed teachers can significantly enhance their teaching performance by observing their experienced teachers (M. Bell, 2001). Since PO helps both the observer and observee to understand their job role and spot the areas for further improvement in their instructional practice (Blackmore, 2005), the novice teachers can improve their teaching performance by observing other teachers' instructional strategies and receiving feedback on their teaching practices from the peer teachers.
On the contrary, the experienced teachers of Bangladeshi colleges can find PO as a reflection tool (M. Bell, 2001). When observing other teachers' teaching practices, they can evaluate the teachers' instructional practices with much more insight developed through experience. Accordingly, provide constructive feedback useful for enhancing teaching practices of new and less experienced teachers (P. J. C. Richards et al., 2005). Besides, the experienced teachers can update their teaching performances by observing other teachers' instructional practices cutting-edge educational technology and approaches in the classroom. Thus, the PO process will allow experienced teachers to modernize their teaching practices and share their experiences and reflective feedback with other teachers.
Moreover, the majority of teachers come to college from their house. So, they are often in a hurry to leave the campus as soon as their classes are over. Hence, they cannot discuss and share the issues and concerns revolving around their instructional practices. As a result, a positive relationship of collaboration among the teachers cannot grow. In this regard, the PO offers a unique opportunity to make collegiality among the colleagues (A. Bell et al., 2008) and develop their current teaching practices accordingly.

Peer Observation Action Plan in Bangladeshi Colleges
Since the principals can decide regarding the implementation of PO in their respective colleges, they should initially be informed and convinced about the PO's effectiveness in the college context. Upon their consent, steps for the implementation of the PO can be taken. In this regard, two case studies and literature review findings will guide the implementation of PO in Bangladeshi colleges.

Step-1 Preparing teachers for participation:
The teachers do not know about the PO process and its implementation stages of making them informed, prepared, and motivated. A preparatory workshop or in-house training session in the respective college where an expert or a pool of experts on PO will conduct the session will be arranged where the purposes, benefits, and implementation stages of PO and the teachers' responsibilities will be elaborately discussed. Because lack of understanding of PO's purposes and benefits and their roles in the process, like observing, and giving constructive feedback, would prevent the teachers from participating and contributing to the process effectively (Lomas et al, 2006).

Step-2 Selecting the peers:
The teachers should be given the freedom to choose their partners for the PO process since it will ease their nervousness and develop a mutual understanding of constructive feedback (Shortland, 2004). Hence, the teachers will be inspired to select their partners. In this regard, to maintain confidentiality and collegiality among the colleagues, the program coordinator can seek the teachers' preferred names to work with and then form the groups.

Principal's Dedication and Aspiration
Apart from performing his administrative duties, the principals of Bangladeshi colleges are also expecting to bring out affirmative changes in the institution's teaching-learning environment. They need to be ready to offer any sort of help for enhancing teaching performances and learning outcomes. The principal's dedication and aspiration are the sufficient strength required for implementing the PO process.

Potential Challenges and Solutions to the Implementation of Peer Observation in Bangladeshi colleges
In this section, some potential challenges and their possible solutions have been described based on research.

Lack of Time
Time will be a critical issue that might impede the PO's implementation (M. Bell, 2001). Apart from taking classes and evaluating answer scripts, teachers of Bangladeshi colleges have to perform many other duties like working in various committees, conducting internal and external exams, invigilating examination halls, and more. So, it will be challenging to manage time for attending the PO by the teachers. Although there is no distinctive research available on the teachers of Bangladeshi colleges' problems, The authors feel the class time should not collide with the teachers' schedule of other duties.

Political Interference
Student politics is active in almost all Bangladeshi colleges. Often the political leaders of student wings intervene during the classes and get them out of the classroom to join the political rally (Alam et al., 2008).
Hence, the teaching-learning process in the classroom is interrupted (Islam, 2013), and accordingly, the implementation of the PO process will hold back to overcome this challenge. The colleges' authority should discuss with the leaders of student wings and prohibit any political program during class time to ensure a college's congenial environment (Nasrin et al., 2019).

Creating boredom
While the PO process involves embedded learning opportunities, it may give rise to boredom among the observers and observe teachers (Todd, 2017). Especially if both the observee and observer are required to involve themselves in the PO process regularly, they might feel bored very soon (M. Bell, 2001).
If the teachers are motivated to perceive the PO as an essential practice for improving their teaching performances with well-defined plans, they are likely to override the time pressures (Adshead et al., 2006). Moreover, to avoid boredom, the PO process should be conducted two days a week, and these days, the observer and observee's role will be reciprocal.