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Peer Feedback Using Two Plus Two

In the 1997 article Designing Teacher Evaluation Systems That Support Professional Growth, McColskey and Egleson assert that “implementing a system that allows for peer review and feedback builds on the knowledge and skills of other teachers in the school. This knowledge may be perhaps the most valuable and the most underutilized resource that any school has available to help teachers improve” (pp. 2–3).
The 2+2 model allows for frequent peer feedback from a variety of sources and speaks to the claim made in the above quote. The 2 + 2 model is based on the premise that instructor isolation is one of the most detrimental factors in the teaching profession today, effectively preventing learning, improvement, or growth.
For this discussion, critique the 2+2 model of professional development and alternative instructor performance appraisal using the 2+2 format:

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Could 2+2 be implemented in your educational setting as a professional development program?
Could it be implemented as an alternative instructor performance appraisal program?

Analyze the factors that would be favorable for such an implementation and the factors that would act as forces against such an implementation.
Would you be in favor of such a peer observation program? Keep in mind that 2+2 is not strictly a peer observation model, but a feedback approach that involves administrators, as well as, potentially, learners and parents. In a 2+2 alternative performance appraisal program, steps for working with instructors who are not performing as expected are clearly defined.
McColskey, W., & Egleson, P. (1997). Designing teacher evaluation systems that support professional growth. Retrieved from http://eric.ed.gov/?id=ED367662

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