Peer observation of Teaching@UWS Introduction Dr Jane MacKenzie This section of our website is dedicated to the peer observation of teaching. The resources here introduce the concept, provide you with some evidence of why it might be worth getting involved with and provides you with some guidance of how we think the process might work best. If you’re already running your own scheme

Peer Observation of Teaching? UWS Academy encourages all who teach and or support learning to get involved with the Peer Observation of Teaching (PoT) Can be organised informally at local level – invite a friend or colleague to pair up Contact UWS Academy for help with setting up more structured schemes at School or division level Or we can put you in touch with others who are interested in PoT – there is great value in being observing and being observed outside your discipline PO can promote reflection and dissemination of good practice (Hammersley‐Fletcher & Orsmond, 2005Hammersley‐Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30, 213–224.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar] Carroll (1980) reviewed several studies that used observation of teaching as a way of determining whether tutor training produced differences in teaching behaviour. Of 13 studies all but one found general or statistically significant positive changes in teaching behaviour due to training.  Carroll, J. G. (1980). Effects of training programs for university teaching assistants: a review of empirical research. Journal of Higher Education, 51(2), 167–183.

Why PoT The research literature shows that PoT can promote reflection and dissemination of good practice (Hammersley‐Fletcher & Orsmond, 2005) PoT prevents teaching being a hidden practice PoT can enable the sharing of good practice; no two individuals teach the same way PoT can provide reassurance and can be motivating

Who observes who? Most common in courses like PGC in Academic Practice so aimed at new staff Either participant observing participant or tutor observing participant We want everyone to observe and be observed - colleague observing colleague

Observing what? Most PoT schemes focus on classroom-based teaching and most frequently on the lecture Other formats can be observed including: Tutorials and labs Field work Synchronous and asynchronous online learning Probably the only things that can’t and shouldn’t be observed is teaching in a clinical setting with patients involved and one-to-one supervision meetings where observation would be overly obtrusive.

PoT resources PoT proforma – suggested feedback structured round design, delivey and student engagement PoT checklist PoT guidance - more in the next section

References/further reading Hammersley-Fletcher, L. and Orsmond, P. (2004) Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education. 29 (4) 213-224. Peel, D. (2005) Peer observation as a transformatory tool? Teaching in Higher Education. 10 (4) 489-504. UTDC (2004) Peer observation of teaching. University Teaching Development Centre, Victoria University of Wellington. https://www.victoria.ac.nz/learning-teaching/support/approach/guides/peer-reviews/peer-observation.pdf