1. Critic or critical friend? The case for peer observation of teaching
Ana Bratkovic

2. “Teaching is a process of lifelong learning and development
“Teaching is a process of lifelong learning and development.” Murray, 2010

3. Teachers engage in professional development to:
Reflect on practice
Develop skills and knowledge
Challenge assumptions
“a process that can be started but never finished”
Underhill, 1999

4. The most common form of collaborative professional development:

5. Today’s aim: To develop our understanding of peer observation and identify ways it can be more successfully implemented in centres and embraced by teachers. Why? “Teachers are the primary initiators of their own development.” Wajnryb, 1992

6. Peer Observation:
An opportunity for colleagues to observe one another and gain insights into their professional practice without the specter of authority or evaluation.
Richards & Farrell, 2005

7. The benefits of peer observation:
Teachers can reflect on and improve their teaching
It promotes team building, collegiality and collaboration
Peer observation improves the quality of teaching amongst the entire teaching team
“it narrows the gap between one’s imagined view of teaching and what actually occurs in the classroom”
Richards and Farrell, 2005

8. Shortcomings of peer observation:
Overly bureaucratic
Purpose is not clear
Time and workload
Feeling judged and scrutinized
Feeling anxious
Peers are reluctant to provide constructive feedback
Poor etiquette – arriving late, not coming, interrupting the class

9. Best practice in peer observation
Formative
Clear purpose
Structured
Training
Aligns with a culture of trust and mutual respect and recognition

10. Purpose
The focus is on maintaining and enhancing teaching quality, continuous improvement = formative peer observation
Summative observation remains with the Director of Studies/ Academic Manager

11. Structure
Pre-observation briefing – discuss the context and the focus of the observation
The observation - record data on template
Post-observation discussion (debrief)
A joint statement or record to share with the team
Recording the event with the manager

12. Training Explanation of the purpose and protocols Observation training
How to give and receive constructive feedback based on reaching an understanding, not making judgements
Using templates/checklists
Etiquette

13. Culture Critic vs critical friend Mutual trust and understanding
Encouraging sharing and ongoing development of practice

14. Alternatives
Self observation – eg. Video an aspect or focus and record a self reflection, become your own critical friend
Peer coaching – colleagues discuss a lesson plan before and after a lesson

15. References

16. References
AITSL, (2018) How to Guide, Peer Observation,
Borg, S (2018) Teacher Evaluation: Global perspectives and their implications for English language teaching, British Council
Gosling, D (2002) Models of Peer Observation in Teaching, LTSN Generic Centre
Hockley, A (2013) Setting up a peer observation scheme, IATEFL Leadership and Management SIG, lamsig.iatefl.org
Murray, A (2010) Empowering teachers through professional development, English Teaching Forum, 1(1) pp 2-11
Richards, J & Farrell, T (2005) Professional Development for language teachers, Strategies for teacher learning, New York, CUP
Rowe, A et al (2010), How to collaborate with Peer Observation, Macquarie University Faculty of Business and Economics
Showers, B & Bruce, J (1996) The Evolution of Peer Coaching, Improving Professional Practice, Vol 53, No. 6
Todd, M (2017) Peer Observation as a Tool for Professional Development, St Cloud University
Underhill, A (1999) Continuous Professional Development, IATEFL, 149, 17
Wajnryb R (1992) Classroom Observation Tasks, Cambridge, CUP

17. 9-11 MAY 2018 SAVE THE DATE!