1. Peer Observation of Teaching (POT) Ian Solomonides

2. Peer Observation of Teaching Aims of today’s session: To introduce Peer Observation Consider some pros and cons of Peer Observation Review a suggested procedure Discuss the giving and receiving of feedback http://www.mq.edu.au/ltc/eval_teaching/index.htm http://www.cshe.unimelb.edu.au/pdfs/PeerReviewHandbook_e Version.pdfhttp://www.cshe.unimelb.edu.au/pdfs/PeerReviewHandbook_e Version.pdf

3. The Uncertainty of Peer Observation (Cosh 1999) Why are we doing it what is it for? The observee is not passive, they are not told about their teaching. POT should be about active self development through reflection and self awareness. ‘…improve performance and confidence, present a united front and give mutual support in the face of external judgment.’ The focus is on the teacher’s own development and critical reflection on the practice of teaching.

4. The Uncertainty of Peer Observation (Cosh 1999) Why are we doing it what is it for? The observee is not passive, they are not told about their teaching. POT should be about active self development through reflection and self awareness. ‘…improve performance and confidence, present a united front and give mutual support in the face of external judgment.’ The focus is on the teacher’s own development and critical reflection on the practice of teaching.

6. CharacteristicEvaluation modelDevelopment modelPeer review model Who does it & to whom?Senior staff observe other staff Educational developers observe practitioners; or expert teachers observe others in department Teachers observe each other PurposeIdentify under-performance, confirm probation, appraisal, promotion, quality assurance, assessment Demonstrate competency/improve teaching competencies; assessment Engagement in discussion about teaching; self and mutual reflection OutcomeReport/judgementReport/action plan; pass/fail PGCert Analysis, discussion, wider experience of teaching methods Status of evidenceAuthorityExpert diagnosisPeer shared perception Relationship of observer to observed PowerExpertiseEquality/mutuality ConfidentialityBetween manager, observer and staff observed Between observer and the observed, examiner Between observer and the observed - shared within learning set InclusionSelected staffSelected/ sampleAll JudgementPass/fail, score, quality assessment, worthy/unworthy How to improve; pass/failNon-judgemental, constructive feedback What is observed?Teaching performanceTeaching performance, class, learning materials, Who benefits?InstitutionThe observedMutual between peers Conditions for successEmbedded management processes Effective central unitTeaching is valued, discussed RisksAlienation, lack of co- operation, opposition No shared ownership, lack of impact Complacency, conservatism, unfocused Gosling, 2002

7. What is Peer Observation? It is a scholarly dialogue process that should: Aim to engender group and individual reflection on teaching Provide genuine peer-to-peer dialogue Emphasise development and collective responsibility Fit into the context of the team’s work Be supportive Avoid issues of duality (good/bad, praising/fault-finding) Allow for team reflection but also individual confidentiality Be light on paperwork Enable the dissemination of good practice

8. The Scope of Peer Observation (University of Tasmania) Learning Outcomes Choice of materials and readings Learning tasks and formats Classroom performance Development and marking of assessment Clinical, laboratory or field work Counseling of students Supervision of graduate students On-line delivery Contributions to the scholarly discourse on learning and teaching Etc…

9. Operating Models There are several ways in which staff may be organised for peer observation, eg: Staff form small groups of about 6 and then form pairs or sets to carry out observations. If sets are used, then 2 observers are used each time. Using 2 observers can obviate difficulties or concerns over subjectivity in comments. If team is small staff may just form pairs and each act as observer and observed within the pair. A circular approach may be used where observer and observee do not swap roles directly, the colleague who has been observed then observing a third colleague, and so on. The subject group/team/department should establish its preferred method of organising peer observation

10. Example Procedure for a Department Development – whole team attends session on role of observer and observee Contextual discussion – team discusses learning and teaching in their area generally and then sets parameters for the exercise and/or a ‘vision’ over a given time. Operating model agreed and decisions made on who will observe whom (this should be in discussion with POT organiser) Pre-meeting – observer(s) and observee meet for 10 mins to look at content etc.. of session

11. Example Procedure (cont.) Observation – Standard forms can be used, or open responses could be given – need to agree beforehand Post-meeting – as soon as possible (but within 1 or 2 days), observer(s) and observee meet to discuss feedback Individual action plan – based on meeting observee completes brief action plan, focusing on 1 or 2 areas (optional)

12. Feedback Session* Give feedback as soon as possible Preferably conducted in context of the team’s overall aspirations Allow the observee to say something about their session first Allow the observee to highlight any problems and possible solutions first Focus on behaviour rather than the person Be specific Focus on good practice and areas for development Focus on no more than 5 areas, with no more than 2 as ‘key’ Report only if both observer and observee agree on content *There is also advice on feedback in your POT packs

13. Dangers Lack of formalisation – fades under pressures of workload, not taken up into the culture. Lack of feedback – no individual or group benefit. Lack of coordination – no insights shared or practice disseminated, death by inertia. Lack of support – sabotage, no collegiality. Lack of scope – focuses only on classroom performance. Lack of purpose – becomes perfunctory.

14. Summary Once over the initial concerns and suspicions, peer observation is an enjoyable and valuable process Often equally if not more useful to the observer than the observee Can engender new links and opportunities for teamwork and can be developed into other opportunity for peer work and review POT is conducted through a process of pre meeting, observation and post meeting feedback Giving and receiving feedback can be the most ‘threatening’ part and deserves special thought and attention If the observations can somehow be recorded this offers excellent internal/external quality enhancement reporting data It can be grounded in the needs and aspirations of the team