Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
Panel Session: Approaches to Peer Observation in Navitas
27th April ‘16
Housekeeping in Zoom
• Chat box
And were you
did you watch
What is peer observation?
• Usually between two teachers
• Observe each other
• Provide constructive feedback
• Encourage sharing of learning and
• Reflection on ways to improve our
• Opportunity to connect, learn, share and
assist one another across business units
• Cross-fertilise ideas on this important
aspect of continuing teacher development.
The Navitas 20|20 context
Navitas Limited Citi Australian Growth Conference 21 May 2013 ASK:NVT
Why develop this conversation around peer observation?
Fundamentally, develop a discussion around
learning and teaching which may often be a
hidden practice. (Blackwell & McClean, 1996)
Develop the value of learning and teaching in
an institution (Gosling, 2005)
Through critical reflection, help to continually
develop teachers individual practice in all areas
of learning and teaching.
Within a collegial culture of sharing,
develop the wider institutions learning
and teaching practice.
Feedback and discussions about teaching can
help new staff integrate better into their new
social environment (Morrison, 1993).
Evidence good practice for teacher CPD
records and form part of a broader certificate
in good learning and teaching practice.
Peer observation in ATTC
A. Trainee teacher – trainee teacher (pre-service)
Purpose: Regulatory requirement + foundation for professional development
– reflective teaching
– framework for dialogue about teaching –learning process
– creates culture of sharing
- classroom management eg clarity of instructions
- staging and interaction patterns eg teacher-led versus student- centred activities
- how engaged learners are eg individuals, groups, whole class
- depth and accuracy of content knowledge eg how meaning is conveyed
B. Orientation to new teaching context
- direct experience of what teaching in this context looks like
- peers as resources
Issues / Challenges
Feedback = criticism
focus on strengths willingness to share
What impressed me was the way you ……
I thought your ……. was excellent
X worked well because …..
The students seemed very engaged
frame constructive feedback
I was wondering about the X stage. Would it be useful to ….?
It might be a good idea to ….
Sometimes the students needed X. Do you think it’s possible to….?
Peer Observation in ATTC
C. Teacher – teacher (in-service)
Purpose / focus
– Level of participation of observer?
– Requested by ……?
– Observed by ….?
– For standardization?
– new perspectives on known / unfamiliar content / methodology
– developmental, non-threatening
– rapport and further collaboration
– continues the process of reflective teaching and professional development
Issues / Challenges
Setting up process
- buy-in by teachers
- time constraints
- role of management
- choosing the focus
- What happens next?
- Recording and reporting
- Reflection on process