ABSTRACT
There are many reactions to the POP and its implementation in various schools. This chapter presents some personal stories from teachers and administrators who have participated in the POP for the last several years. Story of Mike reveals that she feels that she can critique any part of a lesson that the teacher wishes. This process is not only improving her teaching, it's making her a stronger teacher-leader as well. The story of Erin states that working with veteran teachers in this process shaped her as the teacher that she was today. Possibly more importantly, it creates teams of trusted peers who help each other navigate this complex job of teaching. In Paul's story, he felt really good about being a part of that. Stacy, a Spanish teacher at the high school reveals that it gives the student some thinking time, some lead-in time. Mr. Lamond expresses that they had 100" participation from all teachers and the program took off.
