Using Peer Observation and Feedback to Reduce Principals′ Isolation

Abstract

Isolation is a word typically used to describe the role of the school principal. Although many in‐service training programmes for administrators strive to improve their leadership and management skills, few are aimed at reducing their isolation. However, Peer‐Assisted Leadership (PAL), a programme where principals shadow and interview peer partners, is intended to reduce isolation while improving observation and interview skills, building collegiality among peers and expanding leadership skills. An in‐depth description of PAL is provided, focusing on the researchbased origin of the programme, the training activities and the effects of the programme on participants. Principals who have participated in PAL remark that the programme validates many of their actions and attitudes, stimulates self‐reflective behaviour and creates an opportunity to try new ideas in a safe and non‐threatening environment. In addition, they report that their PAL experience continues to influence their actions and attitudes after their involvement in the programme ends. A thorough discussion of the key elements that contribute to the success of the programme is engaged in. These features include developing operational procedures and common language; creating a bond of trust between partners; providing a structure for reflecting on the programme′s process and content; and committing the necessary time for learning, applying and adapting new skills and thought processes.

Citation

Barnett, B.G. (1989), "Using Peer Observation and Feedback to Reduce Principals′ Isolation", Journal of Educational Administration, Vol. 27 No. 2. https://doi.org/10.1108/09578238910135027