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Peer Observation of Teaching

Aims of Peer Observation of Teaching

The model of peer observation used at Sheffield Hallam is where teachers observe each other in a reciprocal process. The observation process should benefit both the observed and the observer. The focus of any observation of teaching should be constructive criticism within a supportive environment (Lomas and Nicholls 2005) and those being observed should be judged on mutually agreed outcomes - not on externally set criteria.

Peer Observation of Teaching should enable:

discussion, sharing and mutual support between peers
the advancement and development of good practice in teaching
self-evaluation and reflection on teaching practice
evaluation of the interaction of student and teacher
feedback on teaching methods including new ideas or methods
critical self-reflection

Benefits of Peer Observation

The benefits of peer observation are true for both the observed and the observer where both are required to be reflective and critical about their professional practice (Peel 2005). They include (Bell 2001):

development of skills and ideas.
improving teaching practice.
developing confidence and congruence.
developing collegiality.
supporting an on-going approach to professional development.
feedback on new ideas and innovations in practice.
reassurance and support for new lecturers.
revealing hidden behaviours that can be shared and discussed
addressing known problems and offering support
learning as an observer.
an opportunity for experienced staff to receive feedback supporting their strategic approach to self-development
putting teaching in the public domain and enabling discussions rather than seeing teaching as a closed and private activity.

Inviting someone from another teaching team to observe a session was incredibly enlightening and very helpful. The person observing was able to offer me new perspectives on my teaching delivery which built my confidence as well as enabling me to revisit some of my teaching practice. I had an idea to look at communication and we spoke about this and basically honed it down. It was very collaborative. They brought a wealth of their own experience which they generously shared during our discussion. I would definitely recommend this process to everyone.

How to carry out Peer Observation of Teaching

There are several steps to a successful peer observation of teaching:

Selection of the activity to be observed
Selection of observer
Pre-observation discussion
The observation
Post-observation follow-up
Recording the observation

1. Selection of the activity to be observed

Student-facing teaching activities happen in a range of physical and virtual environments. Peer Observation of Teaching should happen in a formal teaching environment commonly associated with appropriate teaching methods in a disciplinary area. Two common examples of environments where Peer Observation of Teaching could take place are:

face-to-face activities based in an on-campus classroom
tutor-led online activities where students do not share the same physical space but interact with a tutor in a virtual space.

2. Selection of the observer

For a successful peer observation of teaching activity, the observer should be chosen carefully to ensure there is a collaborative and positive experience between colleagues who trust and respect each other (Siddiqui, Jonas-Dwyer and Carr 2007). Teaching observations often occur between colleagues within the same teaching team, but there are clear benefits to working with peers outside of teaching teams and using networks outside of direct school or college colleagues. The closeness of a teaching team, especially if they already have experience of seeing each other teach, can prevent the observation experience from being an authentic one.

Peer observation of teaching is a process that can be embraced by experienced and inexperienced teachers alike. Experienced lecturers can learn from new lecturers and vice versa. The process should allow the observed to question and analyse their teaching or support approach and the ongoing development of their practice (Fullerton 2003). In this way peer observation is mostly associated with the review phase of Peer Review & Enhancement, providing the basis for peer enhancement activities.

The pairings of colleagues will be co-ordinated, and in some cases determined, by a suitable team leader or school/institute leader; the precise process being decided within each school/institute or centre.

Trust is an important element for successful peer observation of teaching and trust can be built further as a result of the sharing that is inherent in peer observation of teaching (Shortland 2007). The observer must be chosen to ensure that trust between peers can facilitate a strong and beneficial exchange throughout the process.

Normally a single observer would be selected, but there may be circumstances where more than one observer might be appropriate. For example, a trio of peers may carry out a trio of observations where each colleague is observed by the other two colleagues at the same time.

Observation could also provide an opportunity for colleagues outside of teaching teams to learn more about the different subject disciplines that we work within. Fresh perspectives can bring forth fresh ideas.

The experience of a staff member, either in relation to the time they have been at Sheffield Hallam University or the time that they have been in an academic role, is not a factor in the success of their observation. However, staff who are new to the role and/or the institution may feel limited by their lack of experience and inhibited in how to give observation feedback to a more experienced colleague. New staff should value the fresh perspective that they offer to others. Many experienced colleagues will value and seek out feedback from those who are new to the organisation.

The observed and the observers should agree the model that suits their own objectives and agree the nature of their own peer observation outcomes. Expectations for both participants need to be carefully discussed in advance of making an agreement about observation. As stated earlier, the focus of any observation of teaching should be constructive criticism within a supportive environment (Lomas and Nicholls 2005).

3. Pre-Observation discussion

Once the observer or observers have been agreed they need to be provided with the necessary information to enable successful peer observation. This is usually best achieved with face-to-face discussion and the provision of relevant documentation (Fullerton 2003).

The discussion should cover:

the location, date and time of the session and arrangement of a feedback session as soon after the observation as possible.
the learning outcomes of the session and how it relates to the rest of the module and course.
a summary of the planned teaching and learning activities.
information about the student cohort.
any potential issues or areas of concern.
the way in which students will be informed about the observation.
if the observer will need to speak to students (this is normally not necessary).
if students will be asked to feedback on the session.
the elements of specific feedback that the observed wishes to receive.
whether the observed colleague would like feedback on any aspect of the session, or just on the elements of specific feedback.
a review of the tips and advice for observation (see What to Observe on page following this section).

Documentation that should be provided:

Module handbook or access to a Blackboard site that contains the module information.
Any relevant handouts or other teaching materials.
Assessment task information if the session relates to the assessment in any way.

An observation session should normally last no more than 1 hour. If the teaching session is longer than this, agree a suitable 1-hour time period where the observer should attend and how to avoid interruptions when the observer arrives or leaves within the session period.

4. Carrying out the observation

The observer should arrive in good time to be able to place themselves unobtrusively in the room. The attendance of either a known or unknown member of staff as observer into a session can cause unease with students if they are not aware of the purpose of their visit. The observed tutor should explain that there is an observer present and that they are there to assist in the professional development of the tutor and not to assess the students. It is an opportunity to demonstrate to students that staff are engaged in continuing their professional development in learning, teaching and assessment.

The observer should not become involved in the session as this will change the nature of the session and limit their ability to provide feedback (Gosling 2000; Siddiqui 2007). In certain limited circumstances it may be appropriate for the observer to ask students about the work that they are doing.

Any planned discussion between the observer and the students must:

be agreed at the pre-observation meeting.
·only occur if it is appropriate in assisting observation.
·not constitute involvement in the session.

If the observer plans to speak to the students, this must be explained by the tutor to the students at the start of the session.

The observer should bring the observation pro-forma with them to the session and should make brief notes during the session using the pro-forma. The observer should be clear about the specific feedback required by the observed tutor as agreed at the pre-observation discussion meeting. This will provide the basis of their follow-up and helps the observer to focus their observations. It is not normally necessary to provide feedback on every element of a teaching session. Most importantly, feedback should always be about teaching and not about the content of the session (Gosling 2000).

5. Post-observation follow-up

The post-observation meeting should take place as soon as possible and ideally immediately after the observation.

The role of the observer is to promote reflection from the observed on their practice. This is best achieved by encouraging dialogue. This is the most crucial aspect of peer observation of teaching: only reflection and feedback lead to sustained improved teaching (Siddiqui 2007). The importance of carefully agreeing the areas for feedback and the approach to observation prior to the observation taking place, therefore, is key to supporting the post-observation feedback.

The observer should begin the follow-up meeting by encouraging the observed tutor to reflect on their experience of the session. Once the observed has reflected on their experience, the observer should offer the positive points first and always end on a positive note.

The observer should not lead on advising any future action: the discussion and reflection will support the observed tutor in being able to identify their own action points. The observer can support the observed in how to address the action points that they have identified and can offer suggestions to achieve change.

The initial focus at the post-observation meeting must be all about the observed, as described. Only when action points have been identified and discussed can the focus of the conversation broaden.

The observer can now reflect on their own experience of the observation and what they can learn for their own teaching and learning practice. They should also reflect on their own provision of feedback and constructive criticism and their development as an observer (Siddiqui 2007). Making this part of the process ensures that a true shared approach is taken and ensures that the giving and receiving of feedback is less stressful (Fullerton 2003).

Depending on the development issues that may be identified as part of the observation it may be beneficial for both parties to arrange a future follow-up, either to just review the actions identified or to carry out a second observation where development actions can be tried by the observed tutor with the support of the original observer. It may be necessary to seek advice and support from other staff; the observed person should lead on this and seek the advice they feel is appropriate to support meeting their action points. Staff responsible for teaching and learning in schools or senior leaders responsible for teaching and learning in your college could be approached for support.

The detail of the observation, pre-observation meeting, the observation itself and the post-observation follow-up meeting is confidential to both parties. The peer observation of teaching is most successful when built upon a strong relationship of trust and honesty (Shortland 2007).

6. Making a record of the observation

Usually, the record of the observation will be done using the pro-forma (see Appendix 1: Observation of Teaching Pro-Forma). The observed individual then reflects on the observation process as a whole and reports the outcomes using the PRE. This documentation, recording generalised outcomes, is then shared with school/institute/area PRE lead.

The observed and observer, in some circumstances, may find it helpful to record the session using audio or video recordings.

For example, this can help both parties to review and reflect on:

class-based practice.
teaching and interactivity in labs, simulations, workshops and other teaching situations in which the role of the observed is to facilitate learner activity.
teaching in virtual learning environments (where videos are made using screencast software).
where teaching cannot be observed in person for logistical reasons.

The use of video and audio for capturing a live observation for later review requires the agreement of both parties, and any students or other participants involved. This can be done using a release form (https://lcdatastore.shu.ac.uk/ReleaseForm2012.pdf). Such recordings should be managed by the observed and will not normally be used beyond the peer observation activity. Students will also need to be informed in advance to give them a chance to raise any objections. It can be appropriate to record (e.g. by screencasting) observations of online interaction, but again the permissions of all those involved should be sought.

The observation and its written, video or audio recording is always confidential between the observed and observer unless the observed wishes to share it and has the explicit permission of those involved to use the recording more widely.

The observed staff member can use the record and their reflection of the observation to inform their appraisal and development needs.

Peer Review and Enhancement