1. Understanding tutorial observation practice
Chris Douce
Tutorials and day schools, whether they are online or face to face are important; they can make a significant difference to the student experience. This presentation describes a project to capture and understand the practice of tutorial observations from two different perspectives: the perspective of the distance learning tutor (who is the subject of tuition observations), and the perspective of the line manager or staff tutor (who is often charged with carrying out an observation).
The project aims to understand what happens during an observation; understand what good observation feedback is; understand what considerations need to be made regarding the observation of online tutorials; how to observe team teaching and offer feedback that is appropriate and useful for lecturers and how to best influence and develop teaching practice.
The presentation begins with a description of a literature review study. This is followed by a summary of a series of focus groups that were designed to elicit opinions and perspectives about tuition observation practice. The discussions that took placed in the tutor focus groups can be summarised by a set of keywords: purpose, importance, dimensions, acknowledgment, dialogue, frequency, practicalities, negotiation, feedback, differences, opportunities and connections. The keywords that related to the themes that were exposed during the staff tutor focus group are: philosophy, relationships, dialogue, guidelines, feedback, online, experience, priority and opportunities. The focus groups also helped to identify a set of practice recommendations that were specific to STEM. The paper then concludes with a summary and pointers towards further research.

2. Tutorial visits
A reflection on my first ever tutorials, and observations. Picture: creative commons, from eltpics, Flikr.

3. Tutorial visits
Picture: creative commons, some rights reserved, MOTOKI Plasticboystudio. Online tutorial.

4. Introduction Aims and objectives Literature review
Focus group discussions
STEM faculty guidance
Further work
Discussion

5. Aims and objectives
Understand good tuition observation practice and feedback
Understand how to observe at online tutorials
Understand how to observe team teaching
Influence and develop practice
Understand attitudes of different groups of staff

6. Literature review
59 papers: journals, books, professional development conferences
Peer observation and observation design
Tutorial observations: monitoring vs development
Benefits: pedagogy, shift in perspective, enhancement
Professional development: technology, belonging, confidence
Challenges: anxiety, workload, availability, observer bias
Importance of dialogue: observed and observer
Observer bias lies in terms of ‘we look for ourselves’ in the observeration.

7. Focus groups: associate lecturers
2 x focus group, 6 May 2017
Group discussion at staff development event
Open to tutors from all faculties
Key questions:
how should staff tutors and faculty managers run effective observations?
what feedback would help you the most?
Blog: Tutorials and tutorial observations: what works and what helps tutors?

8. Themes: associate lecturers
Purpose: development or monitoring?
Importance: shouldn’t be cursory
Dimensions: formal or informal; group or individual; live or recoded
Acknowledgment: stress, importance of trust
Dialogue: a right to reply; a two way process
Frequency: variation in practice, two years to four years
Practicalities: notice is needed, plans for a session from tutor
Negotiation: ‘what would you like me to do?’
Feedback: ‘what would you like me to look at?’
Differences: box ticking form, template, free form letter
Opportunities: peer observations
Connections: between face to face and correspondence tuition

9. Focus groups: staff tutors
STEM staff tutor meeting, part of a larger workshop
Computing, Science, Maths, Engineering, Design
7 groups; different disciplines
Key questions:
What is the most important reason to carry out an observation?
What procedure or procedures do you follow?
How do you record an observation?
What do you look for?
How do you share feedback?
Is there anything special about online observations?
Should there be standardised guidelines for STEM

10. Themes: staff tutors
Philosophy: developmental, management, quality assurance
Relationships: developing, building, reducing isolation, reassurance
Dialogue: a right to reply; a two way process
Guidelines: not procedures, no tick list, adaptable
Feedback: conversation with follow up letter, guided by tutor
Online: interactivity, not expecting perfection
Experience: of tutor, of observer
Priority: assessment monitoring, forum interactions, tutor choice
Opportunities: peer observations, influence module design
Summary of plenary discussion: analysis is on going!

11. STEM faculty guidance (1)
Observe across all appropriate modes of tuition during probation period.
ALs should have at least one observation every 4 years and useful feedback should be provided.
Line managers should liaise with each other over which observation(s) would be appropriate. The lead line manager will ensure that at least one observation is made before a tutor’s appraisal.
An observation report should be stored on a secure server and details added to the tutor’s associate lecturer activity review report (CPD summary).
A lead manager can ask other colleagues for an observation report (with tutor permission) to prepare for a tutor’s appraisal.
A staff tutor should let a tutor’s lead line manager know when an observation has taken place

12. STEM faculty guidance (2)
Give at least 2 weeks’ notice.
If appropriate, ask tutors to prepare a lesson or a tutorial plan, and have them send it to you.
Use a feedback form to prepare a report.
Ask for reflective feedback from tutor (allow 2 weeks).
Store form and reflection and record details on associate lecturer activity review.
Let a lead line manager know that a visit has been made.

13. Further work Staff development workshops to share practice
Facilitating and developing peer observations
Extending beyond STEM to other faculties
Survey of practice and attitudes (different communities)
Publication and dissemination (internal and external)

14. Discussion When were you last observed and what happened?
What do you think is important to focus on?
How should feedback be presented?
Is there something special about STEM education?

15. Acknowledgements Sarah Chyriwsky for hard work on literature review
Associate lecturers and staff tutors who participated in focus groups