Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Carole Robinson: Peer Observation - Making it work for lasting CPD

579 views

Published on

International Conference 2016

Published in: Education
  • Be the first to comment

Carole Robinson: Peer Observation - Making it work for lasting CPD

  1. 1. Eaquals International Conference, Lisbon, 21 – 23 April 2016 PEER OBSERVATION: Making it work for lasting CPD Carole Anne Robinson, Senior Trainer, NILE www.eaquals.org
  2. 2. Peer Observation 1 2 3 PEER OBSERVATION: Making it work for lasting CPD
  3. 3. An Overview • What is peer observation? • Reasons for peer observation • Barriers to peer observation • Different types of peer observation • Good practice in peer observation PEER OBSERVATION: Making it work for lasting CPD
  4. 4. What is peer observation? ‘the process of colleagues observing others in their teaching, with the overall aim of improving teaching practice.’ Hendry and Oliver (2012) p1 ‘a teacher or other observer closely watching and monitoring a (language) lesson or part of a lesson in order to gain an understanding of some aspect of teaching, learning, or classroom interaction.’ Richards and Farrell (2005) p85 PEER OBSERVATION: Making it work for lasting CPD
  5. 5. Reasons for Peer Observation PEER OBSERVATION: Making it work for lasting CPD
  6. 6. Reasons for Peer Observation PEER OBSERVATION: Making it work for lasting CPD To satisfy accreditation bodies To foster a more cohesive working environment To feed into yearly appraisals Because it’s the ‘right thing to do’ To develop professionally To learn about a different subject area To observe learners from a different perspective To learn about / reflect on a classroom technique To have the opportunity to reflect To be part of an action research project To build peer- peer trust and collaboration To develop competence Institutional Personal
  7. 7. Case Study 1 School X wants to implement a peer observation scheme as CPD was an area for improvement in a recent British Council inspection and it feels this would be a good way to improve this area. The DoS announces the scheme at a staff meeting and tells teachers they’ll be paired up for peer observations over the next 3 months and cover will be provided for them each to do one observation of each other. PEER OBSERVATION: Making it work for lasting CPD
  8. 8. Case Study 2 School Y introduces a peer observation scheme after consultation with teachers about what they would like to get out of it. They decide that teachers will pair up and will observe each other twice over a year. Each teacher will choose an area of their teaching they would like to focus on and this will lead on to further CPD where necessary. The teachers can decide how to organise the peer observation and will report back on how it is going during an annual appraisal. PEER OBSERVATION: Making it work for lasting CPD
  9. 9. Barriers to Peer Observation PEER OBSERVATION: Making it work for lasting CPD No teacher buy-in Unclear focus and outcomes Not enough inclusion Not enough structure Isolation of teachers Fear of the unknown Time and timetable constraints Not enough training Cover issues 1. “I don't understand the overall purpose of peer observation.” 2. “ This is imposed by management!” 3. “I don't understand what I should focus on.” 4. “I have nothing to learn from peer observation.” 5. “I don't want my colleagues judging me.” 6. “I'm worried about how to conduct feedback.” 7. “It'll affect the class dynamic.” 8. “It'll mean a lot of form-filling.” 9. “There isn’t enough time.” 10. “ I don’t want someone else teaching my class.”
  10. 10. Setting up a Peer Observation Framework PEER OBSERVATION: Making it work for lasting CPD • Objectives - Personal and Institutional (INSETT + Reflection) • Collaboration and Planning • Timetabling • Observation Etiquette • Moving forward for further CPD
  11. 11. Good Practice in Peer Observation • Pre-observation discussion • Post-observation discussion • Documentation PEER OBSERVATION: Making it work for lasting CPD
  12. 12. Documentation •Lesson Plans •Observation Tasks •Peer Observation Records Good Practice in Peer Observation PEER OBSERVATION: Making it work for lasting CPD
  13. 13. Peer Observation Log Date Observer Observee Lesson Focus Length Observation Type (Drop-in / Arranged) 2/07/14 Thom Kiddle Rod Bolitho MALTM Vocab & language 75 mins arranged 2/07/14 Carole Robinson Thom Kiddle History of ELT 75 mins arranged 3/07/14 Maria Heron Claudia Rey CLIL 45 mins arranged 3/07/14 Thom Kiddle Rod Bolitho MALTM Vocab & language 30 mins arranged 15/07/14 Alan Mackenzie Sandie Morau YL Maths 75 mins drop-in 17/07/14 Alan Mackenzie Claudia Rey PET/KET/CLIL 75 mins drop-in 18/07/14 Maria Heron Derek Nolan CELTA: Vocab 10 mins drop-in 24/07/14 Susi Pearson Jamie Keddie Using video in teaching 60 mins arranged 31/07/14 Maria Heron Derek Nolan CELTA: teaching Business English 90 mins arranged www.nile-elt.com
  14. 14. Being Creative with Peer Observation • Filmed observation • Blind observation • Pop-in observation (with red card system) • Step-by-step observation • Using workshop sessions PEER OBSERVATION: Making it work for lasting CPD
  15. 15. Lasting CPD • Ownership of peer observation scheme • Ongoing peer observation • Leading to other forms of CPD for individuals, teams and the organisation • Group discussion leading to in-service training PEER OBSERVATION: Making it work for lasting CPD
  16. 16. Summary • Structure • Simplicity • Imagination and creativity • Looking forward PEER OBSERVATION: Making it work for lasting CPD
  17. 17. Useful Resources •Cosh, J. (1999) ‘Peer Observation: a reflective model’ ELTJ 53/1 •Hendry, G. D. and Oliver, G.R. (2012) Seeing is believing: The benefits of peer observation in Journal of University Teaching and Learning Practice. Vol.9. Issue 1 •Quirke, P. (1996) ‘Using Unseen Observations for an In-service Teacher Development Programme’ The Teacher Trainer 10/1 •Richards, J.C. and Farrell, T.S.C. (2005) Professional Development for Language Teaching. CUP •Richards, J. and Lockhart, C. (1991). ‘Teacher development through peer observation’ TESOL Journal, 1/2: 7 – 10 •Robinson, C. (2016) Peer Observation: Making it Effective and Achievable in English Around the World No. 3 (Russian Teaching Publication) PEER OBSERVATION: Making it work for lasting CPD
  18. 18. Thank you Carole Anne Robinson carole@nile-elt.com PEER OBSERVATION: Making it work for lasting CPD

×