Which professional development opportunity is considered collaborative?

The identification of structured observations as a collaborative professional development opportunity is grounded in the nature of the activity itself, where educators work together to observe teaching practices and learn from one another. In structured observations, colleagues typically set specific goals and focus areas, allowing them to share insights and feedback in a supportive environment. This collaborative aspect fosters open dialogue, shared learning experiences, and collective reflection, which leads to enhanced teaching practices and improved student outcomes.

While conducting action research, reflecting during practice, and reading current research can certainly enhance individual professional development, these activities tend to be more solitary or internal processes. They often focus on personal improvement based on individual insights rather than fostering a direct collaborative experience with peers. In contrast, structured observations involve active participation and interaction among colleagues, making it a distinctly collaborative opportunity for professional growth.