Abstract
Purpose: The first purpose was to determine the effectiveness of the Peer Assessment and Review (PAR) process for improving teacher performance. The second purpose was to identify and describe elements of principals' recommendations for revising PAR in the 6 domains of the California Standards for the Teaching Profession. Methodology: This study used descriptive research to identify the knowledge, skills, and behaviors associated with the effectiveness of PAR for assisting teachers in improving their instructional practices, as perceived by participating principals. The survey questionnaire consisted of two sections, which collected responses from principals who have used PAR and those who have not. Findings: Key findings from this study showed principals do not perceive PAR as an effective tool for improving teachers' instructional practices or in preparing teachers to teach more effectively. Results varied among principals who have used the PAR process and those who have not. Both groups—including principals who have not referred a teacher to PAR despite affirmation of PAR implementation in the district—reported a need for professional development. Of the California Standards for the Teaching Profession, Standard 1, Engaging and Supporting All Students in Learning, was the domain in which principals reported teachers needed most support. Results from the survey revealed there is not a common protocol for PAR implementation among districts within Riverside County. Conclusions: Teacher quality is the most essential component for student success. Many principals responsible for teacher evaluations do not perceive PAR as an effective tool for improving teachers' instructional practices. Providing professional development for administrators in improving instructional practices will enable principals to conduct more accurate and thorough observations and evaluations. With support from the superintendent/district office, principals will be more inclined and better equipped to utilize the PAR process, resulting in increased accountability for teachers, improved instructional practices, and moving forward toward teacher dismissal if necessary. Recommendations: Further studies should look deeper into the topic of professional development for administrators, to fully understand the implications of the PAR program and effective instruction. The findings of this study reflect the need for more research in the area of the implementation of PAR and its effectiveness.