This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.

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2. For more information ...
Bond University
Quality, Teaching, and Learning
Foundations of Learning and Teaching (FULT)
61 7 5595 5691
othompso@bond.edu.au
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3. Peer Observation Partnerships –
How do they work?
 Plan
 Meet and Discuss
 Teach
 Individual Reflection
 Meet and Discuss
 Written Feedback
 Change Roles
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4. What kind of
Partnership?
 Two people
 Group
 Coordinator
 Experienced
colleague
 Film
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5. Who to
choose…
Identify colleagues
who are willing to
be involved and
whom you trust to
be a ‘critical friend’
(Handal, 1992)
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6. What do you want to achieve?
 General feedback
 Investigate a ‘problem’
 Share ideas
 Discover what others are doing
 Evaluate effectiveness
 Articulate philosophy
 Develop a teaching portfolio
 Create an open, collegial
approach in your department
 Test a teaching resource or
method
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7. The Observation
•Observee
•Observer
•Students
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8. Post-Observation Discussions
•Be prepared
•Reflect first
•Listen and ask
•Give feedback
•Be specific
•Examples
•Avoid judging
•Positive Conclusion
•Follow up
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9. Critical Reflection
•What kind of person
are you?
•Revisit your
teaching
philosophy
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10. Critical
Reflection
The Kolb Process
•Concrete observation
•Problem definition
•Means-end analysis
•Implications
•Active
experimentation
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11. How will you know the Peer Observation
Partnership was effective …
 Positive outcomes relate to personal skills and
attributes, and the ability to give and receive
critical feedback ~ critique.
 Means for ongoing
Professional Development.
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12. Stocking your library
Bell, M. (2005). Peer observation partnerships in higher education. Higher
Education Research and Development Society of Australasia
(HERDSA).
Bernstein, D., Burnett, A. N., Goodburn, A. & Savory, P. (2006). Making
teaching and learning visible: Course portfolios and the peer review of
teaching. Massachusetts: Anker Publishing Company, Inc.
Blackwell, R. (1996). Peer observation of teaching & staff development.
Higher education quarterly, 50, 156-171.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in
higher education. International journal of higher education, 19, 117-129.
Handal, G. (1999). Consulting using critical friends. New directions for
teaching and learning, 79, Fall, 59-70.
McMahon, T., Barrett, T. & O’Neill, G. (2007). Using observation of
teaching to improve quality: Finding your way through the muddle of
competing conceptions, confusion of practice and mutually exclusive
intentions. Teaching in higher education, 12, 499-511.
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