1. Peer observation of Teaching@UWS The process
Dr Jane MacKenzie

2. PoT@UWS process We strongly suggest a 4 stage process:
the briefing meeting – although this could be done by phone or
the observation
the post-observation meeting for feedback
after the process

3. 1. Briefing meeting/communication
Opportunity for the two colleagues to discuss how the observation will be organised and what kind of feedback is being sought. The following is essential
Time and place of observation
Who the students are
What the teacher is hoping to achieve
Any particular concerns the teacher would like feedback on
How the observer’s presence is going to be handled

4. 2. The observation
The observer arrives early and places themselves unobtrusively
The teacher then undertakes the teaching session behaving as much as normal as possible
The observer should focus on the process rather than the content of the session
The observer will find it helpful to take detailed notes or to complete the appropriate form to aid report writing later on.
As soon after the session as is practicable the observer should write their detailed report.

5. PoT feedback should include:
Some positive comments about the teaching
Identification of any particular strengths of the teaching approach taken
A limited number of constructively critical comments about the session and, where appropriate’
Suggestions of how these issues might have been handled differently

6. 3. Post-observation meeting
Providing developmental but critical feedback needs handling sensitively – please arrange a face-to-face meeting to talk through the feedback report
Good idea to provide feedback a day or so after the session so both teacher and observer have an opportunity to reflect
If the meeting does not take place soon after the session, the teacher should also formally reflect on the session and note what seemed to work well, what did not seem to work so well, and any particular areas of interest or concern.

7. 4. Reflecting on the process
As with any reflective process, the key is to ask yourself questions. We suggest the following to start the process:
Were there any differences or similarities between the views of the observer / teacher / students?
Were there any surprises for the teacher in the feedback from the observer?
Can you identify together any areas of good practice from the teaching session?
What areas of development can you identify from the feedback and how do you intend to address these? 


8. 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)
Peel, D. (2005) Peer observation as a transformatory tool? Teaching in Higher Education. 10 (4)
UTDC (2004) Peer observation of teaching. University Teaching Development Centre, Victoria University of Wellington.