Best Practice in the Peer Observation of Teaching

The notes

These best practice notes are available electronically and may be used by individuals to supplement the ‘Guidelines for the Peer Observation of Teaching’ (POT) document which outlines the procedure and rationale which should be used to implement the scheme. These notes offer further information on how to get the most from this peer observation of teaching scheme to support the development of teaching. Use of these notes is recommended, especially for those new to such schemes.

The notes are organised into the following sections:

·  Introduction

·  Purpose

·  Defining ‘good’ teaching

·  The Peer Observation Scheme

·  The Peer Observation Process

·  Further information and help

Introduction

All departments are expected to operate the Peer Observation of Teaching scheme for all full-time staff, including those on probation. The suggestions made here are not prescriptive; by attempting to draw out good practice and help build reflection on the POT experience they will ensure that the time and effort put into the scheme os beneficial to both parties. Additional pro-forma are provided which can be used by those who wish to structure their POT. Whatever supplementary documentation is used (if any) the scheme is one which is non-judgmental and confidential. Any documentation or notes will remain in the possession of the observed member of staff only.

Purpose

A peer observation system could have one of three main purposes:

· individual development

· performance management

· evidence of quality assurance

SOAS sees the purpose of its scheme to be for individual development. An effective peer observation scheme with this purpose can reasonably be expected to result in an improvement in the student learning experience, through an increase in the quality of teaching.

The purpose of peer observation at SOAS therefore is neither to produce a ‘paper-trail’ for quality assessments nor to provide a mechanism for grading staff against set criteria (thus rewarding good performance or exposing and remedying poor performance). It is about giving individuals the opportunity to develop in relation to their own starting point.

Defining ‘good’ teaching

There is no clear-cut definition of ‘good’ teaching. What works well for one tutor in one subject with a group of students may be a disaster in another situation. However, there is some agreement on the characteristics of a good teacher (Ramsden, 1992) and these are listed in appendix 1. This process is not about getting everyone to teach in the same way, it is about helping individuals to reflect on and evaluate their own approach to teaching. It is expected that both parties in the observation will benefit from the discussion arising.

The Peer Observation Scheme

These notes are intended as a guide to help Heads of Department organize their staff to fulfill the requirements of the scheme.

Organising the Observation Pairings

Observation by a peer from the same department is the most common scenario, although it will be possible for individuals to find their pair in another department, and may be necessary where there are odd numbers of staff. The key to a successful observation pairing is normally mutual trust and respect, which is why individuals are to be asked in the first instance to select their own pairings, and inform their HoD who they have selected to work with. Only in cases where this has not happened by the agreed date will the HoD allocate pairings.

The complete list of pairings will be sent to the Staff Learning and Development Office by an agreed date.

In order for an individual to experience a range of different ideas over time, a system which encourages a yearly change of observation colleague is suggested.

Experience shows that observers can learn as much, if not more from this process as those being observed. Indeed in some cases the observer will be the partner who has most to gain from the scheme in terms of their development. A partnership system which swaps roles will tend to reinforce personal development more than a system which uses designated observers and could be seen as judgmental.


Recording that POT has taken Place

The Staff Learning and Development Office will monitor the completion of POT by the receipt of the Record of Peer Observation of Teaching form. HoDs and Deans will be updated after the end of each term on which observations have taken place.

What should be observed?

As far as possible, a range of all the activities which constitute ‘teaching’ for an individual should be observed. Commonly this would be:

·  Lectures

·  Small group sessions

For those involved in large amounts of one-to-one teaching or distance learning delivery, thought will need to be given to the most effective and appropriate style of observation.

Frequency of Observation

A minimum target of one observed session per year for each member of staff has been incorporated into this scheme. Individuals are free to plan for a higher frequency of observation to suit their own needs.

Confidentiality and Paperwork

Information about the detailed discussion involved in the POT remains confidential to the peer pairings. The observed member of staff is asked to complete a form outlining only in broad terms the areas discussed and any training needs identified (Record of Peer Observation of Teaching form). No other information is to be forwarded to anyone. Any other pro forma, notes or documentation used by the peer pairings remains confidential to themselves and should be held be the observed staff member unless they wish to share any of the information. An individual may choose to use a written record of their observed session for a number reasons: as a part of their Staff Learning and Development Review discussion; in a promotion case; as a part of a portfolio towards a qualification or membership of a professional body. For these reasons, a written record should always be made but it should remain under the control of the observed person.

Please note that none of these suggested records will be seen by anyone outside the peer observation pairings, and they will not be held centrally.

The Peer Observation Process

These notes are offered as guidance to the observer and observed.

First agree on a suitable session for observation. Most people like to select a session they feel comfortable and confident with, but the maximum benefit from observation may be to select a session which is new, difficult or in need of a change. Normally an observation should last for about an hour. Ideally both people should be available for a discussion about the session soon after the observation takes place.

The process of observation can then be seen in 3 stages:

· Initial briefing

· Observation

· Debriefing

Initial Briefing

This short meeting will establish ground rules, set the scene, focus the observer on possible areas to concentrate on and decide practical issues.

Examples of areas which might be discussed include:

·  Aims of the selected session

·  Issues that the tutor would particularly like feedback on

·  Any new or experimental parts of the session where feedback would be valuable

·  Where the observer will sit

·  How the observation will be explained to students

·  How the observer will record information

·  When and where you will meet to debrief after the session

·  How you will each provide feedback i.e. any agreed pro forma beyond the Record of POT form.

Note: Students will notice the presence of another member of staff in the session and observers will inevitably make notes about the student audience as an integral part of the observation. Therefore, it is a good idea for the tutor to introduce the observer to the students and explain about the observation process. Thereafter, the observation should have no impact upon the session.

The Observation

There are four stages in the teaching process which can be identified in any session which is likely to be observed:

·  Planning prior to the session

·  Introducing the session

·  Delivering and developing the plans

·  Conclusions

At the pre-session briefing you may have agreed a particular focus for the observation, but within the hour, the observer can also make some useful general observations on these stages. Some possible prompts follow:

Planning the session:

·  How does the plan relate to previous sessions?

·  Are there clear aims and learning outcomes?

·  How does the session fit in with the overall programme for the course?

·  Are resources (AV, handouts, tasks) available at the appropriate points?

Introducing the session to the students:

·  Is it clear to the students how this session relates to previous work?

·  Does the introduction give the students a clear overview of how the session will develop?

Delivering and developing the plans:

·  Is the communication of ideas relevant, clear and coherent?

·  Is there opportunity for the students to clarify their understanding? How is this handled?

·  What strategies are used to gain attention, to refocus and to ensure attention is maintained?

·  Are students motivated?

·  Are teaching methods appropriate to the tasks?

·  Are there opportunities for the students to think, question and feedback?

·  What modes of delivery are used? Is there a reliance on one mode?

·  Use of AV and other media

·  Dealing with specific students e.g. with disabilities; with English as a second language?

Concluding the session:

·  Is the session drawn to a satisfactory conclusion?

·  Is there a summary of the main ideas or a review of the point reached so far?

·  Does the conclusion look forward to the next session or encourage further reading?

Observation Methods

There are several methods of making observations, and these can be considered at the initial briefing. The questions above can provide a framework to which other agreed areas can be added. Observation methods could include:

·  A chronological record of what happened for the session, this provides a rich if unfocused set of notes

·  Focus on a particular issue, perhaps agreed in advance, maybe using a pro forma

·  A set of random notes made as something of interest occurs

·  Observations based around a structured or semi-structured framework (see example pro-forma)

·  A video recording

The Debriefing

Obviously detail will be easiest to recall if the de-brief follows on immediately from the session. It is normally best to let the observed person have first comment on how they felt the session went. It may then be appropriate to go through the observer’s notes. The observer can help the observed by taking the discussion through these stages:

Description / What happened?
Feelings / How did you feel?
What were your reactions?
Evaluation / What was effective?
What was less effective?
What might this mean or imply?
Analysis / Why do you think this happened?
What was really going on?
What sense can you make of the situation?
Conclusion / What else might you have done?
How might you tackle it next time?

Good feedback should help the observed person develop an action plan for personal development and perhaps an agreement to use another observation as a way of reviewing progress. It will ask for consideration of current and future development needs. These needs will be noted by the Staff Learning and Development Office, and will inform the content of the academic development support programme.

Further Information and Help

Assistance to departments and individuals in running this peer observation system can be provided by the Learning and Teaching Unit. This includes briefing sessions for staff on conducting observed sessions and giving and receiving feedback. Electronic versions of these guidelines for School use are also available from Staff Learning and Development or the Staff Learning and Development web pages.


Appendix 1

What is Good Teaching?

Ramsden (1992) identified 13 characteristics of good teaching from an individual lecturer’s point of view:

·  A desire to share your love of the subject

·  An ability to make the material stimulating and interesting

·  A facility for engaging with students at their level of understanding

·  A capacity to explain the material plainly and helpfully

·  A commitment to making it absolutely clear what has to be understood, at what level and why

·  Showing concern and respect for students

·  A commitment to encouraging student independence and experiment

·  An ability to improvise and adapt to new demands

·  Using teaching methods and academic tasks that require students to learn actively, responsibly and through cooperative endeavour

·  Using valid and fair assessment methods

·  A focus on key concepts and students’ current and future understanding of them, rather than just on covering the ground

·  Giving high quality feedback on students’ work

·  A desire to learn from students and others about the effects of your teaching and how it can be improved

Consideration of some of these can be useful as a part of the observation process.


Appendix 2

Peer Observation of Teaching – Confidential Feedback

Observer / Observed
Observation Date / Course

Nature of Session:

/ Lecture
/ Small Group session / / Other (please specify)

1. Feedback on issues specifically requested by Observed:

2. Other feedback:

Planning the session:

Introducing the session to the students:

Delivering and developing the plans:

Concluding the session:

3. Other observations:

4. Training, development or other needs:


Appendix 3

Peer Feedback on a Lecture- Confidential

Name of lecturer: / Name of observer:
Date of lecture: / Time of lecture:
Venue: / Topic of lecture:
Date of report: / Approx no. of students:
Aspects of the lecture / Comments and suggestions /
1.  First impressions made by the lecturer:
2.  How the intended outcomes of the lecture were made clear to students at the beginning of the lecture:
3.  How this particular lecture was put into context regarding previous and forthcoming lectures:
4.  How intended evidence of achievement of the learning outcomes was clarified to students during the lecture:
5.  How the intended learning outcomes were revisited towards the end of the lecture:
6.  How the lecturer checked the extent to which the students felt they had achieved the intended learning outcomes:
7.  The general tone and style of the presentation:
8.  How visual aids were used to enhance students’ learning:
9.  How student diversity (ethnic origin, disability, learning needs) was catered for during this particular lecture:
10.  How body language was used to enhance communication at the lecture:
11.  Tone-of-voice, clarity of diction, audibility, and so on:
12.  What students seemed to be doing during the lecture:
13.  The extent to which students were kept actively learning during the lecture:
14.  How students seemed to be using any handout materials during the lecture:
15.  How students’ questions were invited and handled during the lecture:
16.  How well use was made of the available space as a learning environment:
17.  How links were made between the content of the lecture and how this would be assessed:
18.  Comments about the close of the lecture:
19.  Any further overall comments and suggestions:
20. Further specific things on which the lecturer asked for feedback:
1
2
3
21.  The extent to which ‘the lecture’ was the most appropriate format to help students to achieve the learning outcomes:
22.  Action planning comments by observer, for example things to consider in own teaching:

(Phil Race; Leeds Metropolitan University: 2007)