Abstract
De-contextualized professional development is the common route taken by school districts to addresses pedagogical skills and address change within an educational organization. Research suggests that the current process of professional development activities is limited if not ineffective. Research shows that another model of professional development may serve teachers better through collaboration and contextual learning mediated through peer observations. This action research study will examine the potential of peer observations as a collaborative, collegial, and embedded process to professional learning for middle school teachers.
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