Peer observation of teaching


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

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Peer observation of teaching

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