1. Prof. L-J Eales-Reynolds
Teaching Observation
Prof. L-J Eales-Reynolds

2. Purpose To standardise our approach to regular teaching observation
To ensure we are recognising and capturing good practice
To ensure we are supporting those who need development in their academic practice to improve their performance

3. Learning Outcomes Successful participants will have:
1. A systematic understanding of the Teaching Observation Scheme at UWL
2. A comprehensive understanding of the techniques applicable to Teaching Observation
3. A systematic understanding of what good academic practice looks like and how it can be achieved.

4. Establishing the relationship: Models of mentoring and coaching
GROW model (Based on the work of Whitmore, J, 2009)
Goal: agree on purpose, process and desired outcomes
Current Reality: the current situation: listen to the mentee’s point of view and use appreciative enquiry to explore issues
Options: what needs to be achieved: what does ‘good’ look like, explore alternative courses of action before prioritizing ways to achieve the goals.
Will:  outline a success plan: agree actions to be taken, follow-up and timelines.
*Theory: a supposition or a system of ideas (MODEL) intended to explain something, especially one based on general principles independent of the thing to be explained. (OED online)

5. Skills essential to influencing behavioural change
Trust building
Building a relationship based on trust and good communication, not on judgement or blame
Using appreciative inquiry, active listening and close observation to provide a supportive and developmental learning environment .

6. The importance of communication
Communication is a tool to build trust between observer and participant but you must ask the right questions to achieve your goals:

7. The importance of communication
Non-verbal communication (Mehrabian & Wiener, 1957). 55-body language; 38-tone of voice; 7% words spoken. Contested.
Must consider 3C’s, Context, Cluster and Congruence.

8. What is Active Listening?
Watch the video
Discuss the key elements of active listening both from the video and your own experience. What aspects will help you be most effective in helping colleagues change their teaching practice?
(5 mins)

9. Active Listening – Key points
Appreciative enquiry – ask open questions (ones to which they can’t just answer yes or no; how, what, where, why
Summarise what they have said
Reflect back what they have said to show you are listening
Clarify – tell me more about that
Encourage them by saying I see, go on
React – show you’ve understood.
Respond to their emotions and make affirmations (nodding, vocal responses to show you are listening)
Allow silences, let them gather their thoughts
Don’t jump in with answers of your own, let them work through the issues

10. Dealing with difficult situations
Here’s some tips for managing difficult people:
The four phases of dealing with difficult people
(15 mins)

11. Observation
You will need to observe your colleagues – both when meeting with them (is their body language demonstrating trust?) and when observing them in practice. The latter may be simple or complex depending on the setting and you need to have acute observation skills.
When observing someone’s teaching practice, use the aides memoire provided to you to help consider all aspects of the practice you are observing.
Remember, don’t let your mind wander, focus on the person who you are trying to develop and watch closely.

12. Observation
Watch the following video
In your groups, discuss what you observed.
Record your observations and then watch the end of the video

13. Teaching Observation
All academic staff every year unless on APA or ADAM.
Aims: Developmental and sharing good practice
First ‘meeting’ – identify goals
Observation- use assessment grids to help you. Can focus purely on teaching but your call (or that of participant)
Debriefing/Feedback meeting- must occur immediately after observation
Follow-up or completion – signed plan sent to HoS/HoC and line manager (if not you)
Development should be key focus of appraisal and may become evidence for performance management or for recognition

14. Difference to ADAM
ADAM is every 3 years and covers all aspects of academic practice.
Its a developmental, non-judgmental process
Mentor assigned to mentee not from same subject/school
Mentee led
Relationship continues as needed