Peer Observation

Observing Pupil Responses to Changes in Teaching

Peer Observation – General Points

Not a method for monitoring teaching methods but a means to look at the impact changes in our teaching can have on pupils.

Not a method of appraisal.

It is an opportunity to experience another pair of eyes on our teaching from a trusted colleague – something that we usually experience only in high pressure situations (Inspections/PRSD observations).

Benefits from being observed:

1)Obtain feedback on agreed areas in a positive and constructive manner.

2)Makes being inspected much easier – teachers become more accustomed to teaching in a more natural way when someone is in the room.

Benefits for the observer:

1)Insight into inspections – view from the other side of the table.

2)Pick up and gain ideas from other colleagues. Learn from one another.

It is very important to understand that teaching strategies can travel between subjects.

Initial Preparation for Peer Observation Process

Recruit staff (not SLT) by talking to them individually and open recruitment - recruiting around 20 staff members to form a focus group.

Provide focus group with results from the pupil voice exercise to show what pupils feel are the key elements of a good lesson. Provide focus group with results from staff audit

Ask staff to individually answer questions relating to the following four areas (fully detailed in Appendix 1) in detail:

1)What aspect of their current classroom practice would they like to develop?

This will be accompanied by a framework for teachers to consider as a point of reference – highlighting skills, knowledge and values (Appendix 2).

2)What training do they feel they need in order to bring about improvement in this area?

Staff must define what specific aspects of their development require training.

3)How do they feel this improvement will directly impact on the pupils they teach?

This will be accompanied by a framework for teachers to consider as a point of reference – highlighting aspects of pupil impact tabulated under the areas of knowledge, skills & attitudes (Appendix 3).

4)How do they feel this impact can be effectively measured? How can we tell if it is making a difference?

The answer to this or an agreement on this will be reached by the pair of observing teachers after their series of observations is complete. They will think of how these pupil responses will be measured before hand.

These responses become self improvement targets for these teachers.

Staff questionnaires are collected and staff paired off accordingly, if possible matching their development needs, though this is not essential.

Training to be provided to address aspects of classroom practice that have been identified – August/September 2012 - B Yeats.

Training to be provided for these staff members on how to conduct peer observation and offer constructive feedback. Written guidance provided to staff during training session

Peer Observation in Action

This should be a recognised process across the school (otherwise it will not be sustained).

A lesson observation sheet (Appendix 4) will be completed as a paired activity for each teacher in the pair. They will refer to their answers from their initial audit (Appendix 1) when completing this task. They will agree on the parameters for observation i.e. what they expect to see in terms of pupil response.This will ensure that they both feel comfortable addressing the competencies associated with their development area.

Starting in September, teachers will jointly observe each other once per month. They will be given one period to design and draw up a peer observation sheet (Appendix 4) and agree how long they want to be observed for each area of focus – one lesson, two lessons, whole term.

During the lesson the observing teacher should look for and record against the agreed list of pupil responses listed under pupil impact in Appendix 4.

They should also highlight aspects of the lesson they feel could be used to develop their own practice.

A record of this should be kept in order that pairs can agree if the desired pupil responses were achieved.

At the end of this time period staff pairs will meet to discuss the extent to which previously agreed impact on pupil learning had been achieved. The discussion can take place during time allocated for departmental meetings. During this meeting staff should review notes from the completed lesson observation sheets. Staff should also agree what, if any, obvious next steps are apparent from their mutual experience and discussion.

Honest feedback should be provided in line with the guidance in Appendix 5.

Staff will judge whether to shift the focus if the desired pupil responses are evident. Pairs of staff with different initial foci can swap to accelerate the process for learning.

Cover Required for Observation/Preparation

Teacher / Sept / Oct / Nov / Dec / Jan
Periods required for Teacher A / 2 / 1 / 1 / 2 / 1
Periods required for Teacher B / 2 / 1 / 1 / 2 / 1
Teacher / Feb / March / April / May / June
Periods required for Teacher A / 2 / 1 / 1 / 2 / 1
Periods required for Teacher B / 2 / 1 / 1 / 2 / 1

For 1 pair of teachers over the course of a year = 28 periods

For 10 pairs 280 periods = 35 days sub cover

From the RTU/QUB/GTC RLS project - £3,000 = 20 days

Additional cost to the school £2,250

Further Development

Staff involved in pilot to feedback to the whole staff on their experiences at the end of the year, outlining the learning outcomes.

Revise Learning & Teaching policy based on outcomes from pilot.

Allow time for departmental review – departments asked in meetings to identify any new teaching strategies used and these are then summarised and shared with all staff. This should happen on an annual basis.

Organise time for paired staff to coach each other if problems occur and desired pupil responses are not achieved during an agreed timeframe. Training on coaching is provided by the RTU at no cost to the school.

Appendix 1

Please answer each question in as much detail as you can in the spaces provided.
Teacher’s Name:
1)What aspect of your current classroom practice would you like to develop?
As point of reference, you can refer to the attached competence framework for teachers.
2)What training do you feel you need in order to bring about improvement in this area?
Try to define what specific aspects of your development require training.
3)How do you feel this improvement will directly impact on the pupils you teach?
As point of reference, you can refer the pupil response framework which highlights aspects of pupil impact tabulated under the areas of knowledge, skills & attitudes.
4)How do you feel this impact can be effectively measured?
How can we tell if it is making a difference to the pupil we teach?

Appendix 2

Competence Framework for Teachers
Class & lesson organisation
Begins class on time in an orderly, organised fashion
Previews lesson/discussion content
Clearly states the goal or objective for the period
Reviews prior class material to prepare students for the content to be covered
Does not digress often from the main topic
Summarises and distils main points at the end of class
Appears well-prepared for class
Presentation of the Lesson
Incorporates various instructional supports like slides, films, diagrams, etc.
Uses instructional support effectively
Responds to changes in student attentiveness
Uses a variety of spaces in the classroom from which to present material
Writing is large and legible
Speaks audibly and clearly
Communicates a sense of enthusiasm and excitement toward the content
Use of humour is positive and appropriate
Establishes and maintains eye contact with students
Talks to the students, not the board or windows
Varies the pace to keep students alert
Selects teaching methods appropriate for the content
Teachers rapport with the pupils
Praises students for contributions that deserve commendation
Solicits student feedback
Requires student thought and participation
Responds constructively to student opinions
Knows and uses student names
Does not deprecate student ignorance or misunderstanding
Responds to students as individuals
Treats class members equitably
Listens carefully to student comments and questions
Recognises when students do not understand
Encourages mutual respect among students
Credibility and control
Responds to distractions effectively yet constructively
Uses authority in classroom to create an environment conducive to learning
Lesson Content
Includes illustrations
Selects examples relevant to student experiences and course content
Relates current lesson content to what’s gone before and will come after
Makes course content relevant with references to “real world” applications
Seeks to apply theory to problem-solving
Explicitly states relationships among various topics and facts/theory
Explains difficult terms, concepts, or problems in more than one way
Presents background of ideas and concepts
Relates homework to lesson content
Clearly organises homework
Carefully explains homework
Interaction between teachers & pupils
Encourages student questions, involvement, and debate
Answers student questions clearly and directly
Gives students enough time to respond to questions
Refrains from answering own questions
Responds to wrong answers constructively
Allows ample time for questions
Encourages students to respond to each other’s questions
Encourages students to answer difficult questions be providing cues and encouragement
Allows relevant student discussion to proceed uninterrupted
Presents challenging questions to stimulate discussion
Respects diverse points of view

Appendix 3

A range of students’ learning outcomes from successful lessons
Knowledge / Skills / Attitudes/Mindframes
Learning Intention for lesson achieved / Ability to maintain attention / Confidence in ability to improve – make the next learning step
Success Criteria for LI understood / SC used to focus on appropriate details in the task / Confidence in ability to learn new things generally in this subject
Student knows what they have learnt at the end of the lesson/theme / SC used to manage and judge the quality of one’s own task outcomes / Interest/motivation in this and future lessons within this theme/subject
Knows own strengths, improvement needs and how to proceed with them in the context of this lesson/theme/subject / SC used to judge the quality of others’ task outcomes / Sees errors as chances to learn
Tendency to reflect on and recognize one’s own increasing skills/knowledge / Sees obstacles in due proportion – avoids exaggerating obstacles
Ability to maintain effort, especially in the face of obstacles/difficulties / Feel respected, known and valued as an individual rather than part of the pack
Ability to ‘self-remotivate’ when interest wains / Feel known, particularly one’s own knowledge, skills and current learning needs
Ability to set appropriate expectations and targets for own learning / Can speak readily to the teacher about difficulties, obstacles, learning needs
Ability to prioritise and manage tasks, perhaps via ‘to-do lists’ / Feel more involved in dialogue than listening to monologue
Ability to complete tasks to immediate deadlines / Responsibility assumed for task management, completion, self assessment and ‘next steps’ reflection
Cooperative working skills – listening and responding within context / Bad behaviour is identified and addressed quickly by the teacher
Cooperative working skills –learning from others and proposing ideas & opinions / Errors are identified and corrected by the teacher
Cooperative working skills –fusing own and others ideas/opinions to generate new ones
Range of memorizing and sense-making skills, e.g. mind mapping, KWL charting, Learning Trail charting etc
Can separate praise from feedback information
Feedback is used to reflect about last piece of work and to consider next improvement steps
Ability to process, generate and construct answers to oral questions

Appendix 4

Lesson Observation Sheet – Paired Activity
Development aspect of current classroom practice:
You are trying to change/develop an aspect of your current practice.
In this section agree and draft out what aspect(s) of your current classroom practice you will change. You should refer to your answer to Q1 from your initial audit.
Pupil Impact:
Agree on what your observing partner should be looking for in the pupils responses to these changes in practice. You should refer to your answer to Q3 from your initial audit.
Observers Notes:
Highlight aspects of the lesson you liked in relation to developing your own practice. Discuss these with your partner after the lesson.

Appendix 5

Characteristics of Useful Feedback

This information should be considered by staff before they engage in post observation discussion:

Useful Feedback is:

  • descriptive rather than judgmental. This helps prevent defensive responses.
  • specific rather than general.
  • focused on pupil behaviour/response rather than the person.
  • focused on helping rather than hurting.
  • focused on behaviour that the teacher can do something about.
  • actively sought by the teacher.
  • an amount of information that does not overload the teacher.
  • focuses on "what" or "how" (observed behaviour) not "why" (why involves inference and motives that can bring resentment rather than learning).
  • clearly communicated and can be rephrased by the receiver. Easy-to-understand language is used.
  • shared at the end of the observation period.
  • provided with opportunities for further discussion.
  • provided with clear suggestions about improvement that can be generated by the teacher based on questions by the observer.
  • based on observations, so that any constructive criticism is justifiable.
  • an opportunity to learn!

Summary of Pupil Voice Survey

Lesson Element / 1&2 combined / %age
LI given at start of lesson / 85 / 53%
Interesting content - grabs attention / 128 / 80%
Lesson content linked to other material already covered / 75 / 47%
Variety of activities used to help you learn content / 83 / 52%
Clear explanations and plenty of questions / 118 / 74%
Praise for good work / 81 / 51%
Bad behaviour addressed quickly by teacher / 102 / 64%
Teacher asks questions that stretch your knowledge / 97 / 61%
Mistakes are properly corrected by teacher / 128 / 80%
Written work is corrected and feedback given / 109 / 68%
ICT used to help deliver lesson / 43 / 27%
Recap of content at end of lesson / 68 / 43%
Homework given to extend learning at home / 60 / 38%
Homework marked and feedback given / 97 / 61%