Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Inductive and deductive codes were assigned to interview data for analysis. Deductive codes were developed based on the research questions and literature reviewed. In addition, organic coding was used to capture emerging ideas. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. Implications included the development of peer observation teams, collaborating with administrators from other schools to share ideas and strategies, and intentionally incorporating teacher peer observation practices into school strategic plans and master schedule considerations. The findings and implications may be of interest to elementary administrators in their efforts to support and improve the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals. / Doctor of Education / Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. The findings and implications may be of interest to elementary administrators who want to support and sustain the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals.

Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.