Peer observation of teaching
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


This PowerPoint presentation is used to assist in the training of university staff in the area of Peer Observation of Teaching.

This PowerPoint presentation is used to assist in the training of university staff in the area of Peer Observation of Teaching.



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Peer observation of teaching Presentation Transcript

  • 1. Peer Observation of Teaching Dr. Chris Wakeman Staffordshire University Centre for Professional Development
  • 2. Aims for Today…….
    • To explore possible models and accepted procedure(s) for the peer observation of teaching.
    • To raise awareness of the accepted observation criteria.
    • To discuss the most appropriate ways to give feedback to colleagues.
  • 3. Activity………………
    • Consider the benefits of staff observing each others teaching. Note down what you consider to be the three most important benefits and three most obvious drawbacks
  • 4. What is POOT….?
    • POOT – ‘Peer observation of teaching’: the formal medium by which the principles of good teaching & learning practice are identified, disseminated & developed at Staffordshire University.
  • 5. Objectives and Benefits Relating to Peer Observation……
    • Maintain & improve teaching quality
    • Disseminate best practice across schools and faculties
    • Support continuing professional development
    • Provide opportunities for reflective practice
  • 6. Observation Partnerships…….
    • Free choice of reciprocal observation colleagues
    • Relationships around existing team teaching arrangements
    • Allocated observation partnerships
    • Mentors to observe mentees
    • Designated observers within faculty
  • 7. A University Approach…….. The Director of School (DoS) appoints a scheme co-ordinator Scheme co-ordinator identifies POOT ‘trios’ (Bi-annual) Staffordshire University POOT Policy (2002) Scheme co-ordinator nominates a trio co-ordinator. Trio meets to agree focus for POOT Trio co-ordinator ensures smooth running and completes appropriate form University Forms Developmental and Confidential Scheme Co-ordinator compiles anonymous summary report for DoS
  • 8. The Reporting Process……. B Scheme co-ordinator sends summary report to DoS DoS receives report and compiles School summary report School summary report considered by School quality committee & sent to University quality & standards University POOT report compiled and considered by relevant committees Centre for Professional Development Learning & Teaching Enhancement Committee Faculty Deans Bespoke workshops offered to schools, faculties and services to address institutional weaknesses
  • 9. Phase 1 – The Pre-observation discussion
    • Explain the observers role and responsibilities.
    • Explain the faculty policy and related issues.
    • Agree a date, time and location.
    • Explain confidentiality issues and discuss documentation.
    • Discuss the format of the session that you have agreed to observe.
    • Identify any particular strategies or techniques on which the observee would like feedback.
    • Clarify what students will be told regarding the observation session.
  • 10. Phase 2 – The Observation….
    • Arrive in good time
    • Decide where to sit
    • Ensure students are informed at the outset
    • Observe (don’t join in)
    • Record staff & student non-verbal communication
    • Ensure balance between positive & negative observations
  • 11. Phase 3 – Post Observation (1)….
    • Wherever possible, provide a verbal feedback debrief directly after the session
    • Ask the observee how they felt the session went
    • Give verbal feedback on the main points (positive & negative)
    • Agree format for formal feedback (i.e. written, audio etc.)
  • 12. Phase 3 – Post Observation (2)….
    • Prepare formal feedback within 2 weeks of the observation activity (audio or written)
    • Where applicable, give feedback in private
    • Ensure feedback is developmental
    • Avoid information overload
    • Identify & elaborate on strengths & weaknesses
    • Ensure you are unambiguous about areas for development
    • Ask observee to consider action plan with timescales
  • 13. Summary of Suggested POOT Process……
    • At the start of each semester:
      • Programme area POOT co-ordinator produces ‘trio’ lists & identifies ‘trio’ group co-ordinators
      • Each ‘trio’ group co-ordinator convenes a ‘trio’ meeting and produces a schedule of observations to take place that semester
    • During each semester:
      • Observer & observee undertake scheduled observation.
        • Observation form is completed by the observer but not given to the observee directly after the observation
        • Observation form is formalised after the observation and sent to the observee prior to the formal feedback session
  • 14. Summary of POOT Process (cont.)…
    • At the end of each semester:
      • POOT group co-ordinators compile summary report and return it to the POOT area co-ordinator.
      • POOT area co-ordinator produces evaluation report for the area & sends to faculty co-ordinator.
      • Faculty co-ordinator for POOT produces an end of semester faculty report.
      • POOT report considered by the Faculty Quality Development Team.
      • Faculty approved report forwarded to University Quality and Standards
  • 15. The End