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?

1. Panel Session:
Approaches to
Peer Observation
in Navitas
27th April ‘16

3. Housekeeping in Zoom
• Recording
• Microphone
• Video
• View
• Chat box

4. About you…
And were you
good
participants,
did you watch
the flipped
videos?

5. What is peer observation?
• Usually between two teachers
• Observe each other
• Provide constructive feedback
• Encourage sharing of learning and
teaching ideas
• Reflection on ways to improve our
teaching practice.
• Opportunity to connect, learn, share and
assist one another across business units
globally.
• Cross-fertilise ideas on this important
aspect of continuing teacher development.
The Navitas 20|20 context

6. 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.

7. Your panel today

8. Australian TESOL Training Centre

9. Peer observation in ATTC
A. Trainee teacher – trainee teacher (pre-service)
Purpose: Regulatory requirement + foundation for professional development
Benefits:
– reflective teaching
– framework for dialogue about teaching –learning process
– creates culture of sharing
Focus:
- 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

10. 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….?

11. Peer Observation in ATTC
C. Teacher – teacher (in-service)
Purpose / focus
– Level of participation of observer?
– Requested by ……?
– Observed by ….?
– For standardization?
Benefits:
– mutual
– new perspectives on known / unfamiliar content / methodology
– developmental, non-threatening
– rapport and further collaboration
– cost-effective
– continues the process of reflective teaching and professional development

12. Issues / Challenges
Setting up process
- buy-in by teachers
- time constraints
- role of management
- choosing the focus
Pre-observation briefing
Post-observation feedback
- What happens next?
- Recording and reporting
- Reflection on process

14. Perry Horner, SAE

15. Continuing the conversation, sharing resources and ideas