"I took the LEAP and I landed on the fence! I put my heart and soul into teaching, so it will take time to become comfortable and adjust to how my teaching is evaluated. I am glad to have another pilot year to acclimate to LEAP. Positive, enduring change takes time; that’s the direction we are headed in.”
Blossom Garibay Kindergarten Teacher Lincoln Elementary
“I took the LEAP and landed with a smile. The idea of a "stranger" coming in to my classroom and measuring me against this giant framework made me anxious and frustrated, but the process was much more supportive than I had imagined. My peer observer was warm, and she was able to collaborate with me on classroom strategies that were relevant and practical for my population of students.”
Jodi Carlson 8th Grade Language Arts ELD, Humanities Lake Middle School
“I took the LEAP and was able to take the feedback to the next level of my teaching and try new approaches without fear.” Janet Duran-Cedillo 4th Grade Teacher Godsman Elementary
“I took the LEAP and I like that my observer saw me in an authentic state of real-life teaching. I truly enjoy the process of being reflective in my practice and I found that having someone in my room, unexpected, is a great way to do this. My involvement gave me the opportunity to share my experience with my observer, be more deliberate in my practice and take away from it some ideas that will help me become a more effective educator.” Alicia FaJohn 2nd Grade Teacher Westerly Creek Elementary
“I took the LEAP and it all makes so much more sense now! Teachers are “lifelong learners” and just like our students, we need to know what we do well and what we need to work on. The opportunity to reflect on my teaching and discuss strategies with like-minded professionals was extremely valuable!” Lisa Gelwick 3rd Grade Teacher Samuels Elementary
“I took the LEAP and was given valuable feedback regarding my teaching. I was nervous about LEAP, but felt reassured after meeting my Peer Observer and hearing her insights. She was thoughtful about the lesson she observed and directed me to resources which I use every day.” Jane Harmon 3rd Grade Teacher Place Bridge Academy
“I took the LEAP and… was happy to have some of my fears put to rest. Before the LEAP pilot began, I feared more work with no true benefit. My experience with LEAP provided me with valuable feedback for my classroom’s students.” Kathryn Hinshaw 1st Grade Teacher Barrett Elementary
"I took the LEAP and was assigned a Peer Observer with solid background in my content area (literacy intervention), who gave me very useful feedback on next steps to follow in my instruction."
John Hughes Read to Achieve Teacher DCIS at Ford Elementary
"I took the LEAP and had a wonderful peer observer who actually offered her time to coach me to excellence. We had a valuable content-focused discussion after my observation that wouldn't normally have occurred in the past. Her confidence in me during this pilot year was invaluable and she reignited my passion for teaching." Sarah Johnston Music Specialist Harrington Elementary
"I took the LEAP and it has changed my teaching forever. Just a few strategic and critically valuable words led me to tweak my practice as a teacher. When my peer evaluator return for the third window, she commented that the changes I had made should earn me an award for "most improved teacher!!!!" I valued her feedback so much that I felt renewed in my determination to obtain "effective or greater" ratings and bring the best in my teaching abilities to my students in order to drive achievement sky-high. Thank you, peer evaluator and LEAP."
Deirdre McMunn Kindergarten Teacher Barrett Elementary
"I took the LEAP and it wasn’t so scary! My peer observer was able to provide me with good, detailed feedback on what was going on in my class and during the debrief we talked about what went well and what I might do differently next time. It was beneficial having her expertise.”
Juanita MacKenzie Math Teacher Merrill Middle School
“I took the LEAP and was pleasantly surprised. I was anxious at first, not sure how it was all going to work out. After my first round of observations and feedback meetings with both my peer and administrative observers I realized the potential LEAP has in helping teachers become their best.” Dave Miles Special Education Teacher/Interventionist Teacher Lowry Elementary
“I took the LEAP and it opened my eyes as to how I can use my innate strengths to help me grow in other areas. Through observation and productive reflection, I was left with helpful strategies which use my strengths to help me build a stronger foundation in my areas of development.” Connie Miller 4th Grade Teacher Westerly Creek Elementary
"I took the LEAP and came out a more effective teacher. The first time I met with my Peer Observer, she gave me concrete feedback and valuable resources to improve my practice. The next visit, I had improved on all areas of focus and felt a great sense of accomplishment."
Suzette Montera-Smith Place Bridge Academy Early Learning Center
“I took the LEAP and was pleasantly surprised at the ability to give feedback to the district on this program. I also thoroughly enjoyed my peer observer. She was the perfect match, she has a background in Early Childhood and really knew what to look for and what to expect from four-year olds!” Jennifer Moran ECE Teacher Stedman Elementary
“I took the LEAP and... I am hopeful about what the future of LEAP will look like. I believe LEAP could be a powerful tool to help me grow as a teacher.” Jessica Mostert ECE Teacher Knight Center for Early Education
“I took the LEAP and it wasn't as scary as I thought. My observer was authentic and laid-back and it was nice to have very focused, specific feedback.” Evan Wettengal 2nd Grade Teacher Godsman Elementary
“I took the LEAP and felt affirmed. I admit, I was more than a little nervous about a stranger coming into my classroom and evaluating me, but my Peer Observer put my mind at ease. Receiving positive reinforcement motivated me to continue learning and growing as an educator. Feedback that was constructive as well as encouraging motivated me to change some areas of my teaching and refine other areas." Lori Williams Kindergarten Teacher Schenck (CMS) Elementary
"I took the LEAP and really enjoyed having my Peer Observer in my room. She was very professional and I really enjoyed the feedback. We ended up having such a great conversation that we talked beyond the time that was allotted. She provided resources to help me improve in my craft. While I’m still nervous about the ratings aspect of LEAP, I look forward to more visits with my Peer Observer."
Theresa Winslow 2nd Grade Teacher Ellis Elementary
“I took the LEAP and was encouraged by all the positive feedback I was provided with. The positive attitude of the peer observer inspired me not to focus on the lower scoring areas as a negative thing but as stepping off point to improve my instruction.” Erica Yates 2nd Grade Teacher Barrett Elementary
"The LEAP process has allowed me to begin to develop a collaborative professional relationship with my Peer Observer. I hope I am able to continue working with the same observer next year."
Elementary Music Teacher
"My Peer Observer was amazing. She made me feel very comfortable when she was in my room. I liked talking about my struggles and she always had suggestions or resources to give. I really appreciated the fact that she recognized what I had been working on in the Framework and really praised me for it. I was very happy this year with my Peer Observer and I can now see the positive impact on myself and my students by having a Peer Observer."
Jennifer Wiggins Colfax Elementary 2nd Year in LEAP Pilot
"I have to say the process has been more effective than I previously thought. My Peer Observer has been able to consider the differences inherent in my classroom as compared to a traditional classroom. I feel her focus has been on truly important items and that she wasn't splitting hairs. Her style "bedside manner" is very comfortable. I have never felt judged, more like we were working as a team to improve instruction in my room. I think with that understanding, it would be beneficial if I could continue to work with her in the future."
Tom Heywood Educational Technology Teacher, STR Newlon Elementary
"My LEAP observer, had all sorts of good advice for me that I was able to take into the classroom the day after our meeting. One bit of advice was to ask questions that do not have obvious answers (which I often do already) and then WAIT awhile, even if it gets awkward, for a thoughtful answer from the student.
My kindergarten student was reading aloud to me – word by word – like a little robot. Her reading was accurate and confident, but without expression. I knew she was ready for more. So I asked if I could read the next page. I too read a bit like a robot for a paragraph and then began to change my voice so that expression came into the narrative. Before I finished, we were both smiling at the antics of the main characters. I asked the student, “How did I change my reading?” Then I waited…and waited. Finally (I had almost given up!) she responded, “You ACTED OUT the words.” Then she proceeded to read the remainder of the story, “acting out the words”.
This episode taught me that reading with expression involves reading ahead. It’s necessary for a child to be very comfortable with the text in order to do it. It should be text at independent reading level or familiar text – read previously. As she continued her reading, I noted that she slowed down some to scan ahead so that appropriate expression could be used. Not only did the suggestion from my LEAP observer clue me into something I already knew (but wasn’t fully implementing in my teaching), it paved the way for me to learn something else from the student. When working for expression in reading, use comfortable text! So simple, it’s obvious. But somehow I hadn’t understood the importance of that. I had been bemoaning the fact that my students don’t put enough expression into their oral reading. One thing at a time – if I’m expecting expression, I must use appropriate text along with modeling the skill. Finally, yesterday when this child read a DRA2 Level 16 to me for our Winter Assessments, she delivered the text like a pro, reading with good expression and a big smile. I credit my LEAP observer/mentor for this experience. Thank you!"
DPS Kindergarten Teacher Name withheld upon request
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