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Best Practices of Peer Observation Offered by UTSA's Departments of Faculty Success and Teaching & Learning Services

Objectives:

  1. Review different models of peer observation and best practices.
  2. Apply a rubric to conduct a peer observation.
  3. Integrate learning-focused feedback.

Outline

  1. Six aims of peer observation
  2. UTSA HOP 2.20
  3. Three models
  4. The 3-step process
  5. The evaluation tool
  6. The report

What is peer observation?

Peer review of teaching is informed colleague feedback about faculty teaching for either fostering improvement or making personnel decisions.

A broad concept that includes an array of practices, including the assessment of teaching portfolio, syllabi, assignments, student and course evaluations, personal reflections, and peer observation.

‘Formative evaluation is the basis for the development of effective teaching throughout one’s career.’

Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Effective practices. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto.

Goals and Benefits of Peer Observation

Bennett and Barp (2008) summarize the process and outcomes of peer observation as follows:

"…a process whereby a teacher participates as an observer in a lesson taught by a colleague for the purposes of exploring the learning and teaching process and environment and where this ‘observation’ leads on to reflection and discussion, with the underpinning long-term aim of improving students’ learning."

Six Aims of Peer Observation

1

Improving or developing an understanding of personal approaches to curriculum delivery.

2

Enhancing and extending teaching techniques through collaboration.

3

Exchanging insights relating to the review of teaching performance.

4

Expanding personal skills of self-reflection and evaluation.

5

Developing curriculum planning skills in collaboration with peers and colleagues.

6

Identifying areas in teaching practice with particular merit or in need of development.

UTSA HOP 2.20

Goals of Peer Observation per HOP:

  1. Improve teaching and student learning.
  2. To evaluate faculty teaching.
  3. Outcome of the process should be a reflective summary describing any steps taken or changes made towards the enhancement of teaching and improvement of student learning.

Purpose of Peer Observation per HOP:

  1. Ensure that courses cover material at an appropriate level
  2. Foster a culture of teaching excellence through collegial feedback
  3. Foster professionalism in teaching
Table of the Steps to Peer Observation Per HOP 2.20

The Three Models of Peer Observation

Evaluation Model

Provides summative feedback for purpose of appraisal or quality assurance.

Developmental Model

Goal of improving teaching and learning.

Peer Review Model

Emphasis on self-and mutual-reflection resulting in formative feedback.

The Peer Review Model is designed to provide faculty with opportunities for development and to improve their teaching practice, leading to better student success.

Modes of Peer Observation

  1. One-on-one observation
  2. Teaching squares
  3. Online observation
  4. Experiential

The Three Step Process

Studies show most effective peer observations in terms of engendering growth in teaching skills involves self-reflection on the part of both the observer and observee. This reflective practice:

"involves the process of teaching and the thinking behind it, rather than simply evaluating the teaching itself. It addresses the question of why as opposed to how and, most important, it is about learning from this process." (Hammersley-Fletcher and Orsmond 2005)

Pre-Observation Meeting

Review goals and expectations - Establish or review and clarify understanding of the purpose of the observation and the expectations of both the observer and observee.

Specify indicators for success - Define what success looks like or identify which criteria will be used as a reference for assessing the effectiveness for practice.

Determine data needs - Identify what data are needed for the feedback process based on the purpose of the observation.

Observation

Collect data - Collect multiple forms of evidence from authentic practice or appropriate simulations.

Analyze data and evidence - Use data and evidence to analyze practice and assess it against specified criteria to identify current status in relationship to the criteria; reflect on strengths and areas for continued focus; clarify expectations or criteria for success if necessary.

Construct knowledge - Reflect on practice, data, and evidence from practice and analyze them to generate conclusions, generalizations, or hypotheses to suggest for future practice.

Post-Observation Consultation and Reflection

Deconstruct knowledge - Examine variations of the newly constructed knowledge to explore its appropriateness in alternative contexts.

Determine next actions - Identify and prioritize next steps based on the new knowledge and support needed to apply it in subsequent practice.

Reflect on the feedback process - Assess the usefulness, rigor, effectiveness of the feedback process and the contributions of learning partners.

Integrate knowledge - Apply new learning/knowledge in subsequent actions.

Learning-Focused Feedback: The Core Element

"Critical feedback must be presented in ways that are constructive and will lead to new understandings and improved practice. Any feeling that judgments are being made will act to detract from such benefits, and call the peer observation process into disrepute."

(Hammersley-Fletcher & Orsmond, 2005, p. 218)

Quality feedback is vital to the success of the peer observation process. Feedback should be:

Descriptive of behavior rather than personality.
Specific and sensitive.
Directed toward changeable behavior.
Timely.

--Sullivan et al. (2012)

11 Characteristics of Learning-Focused Feedback

Feedback as described by Joellen Killion, “The Feedback Process: Transforming Feedback for Professional Learning” (2015) is:

‘A dynamic, dialogic process that uses evidence to engage a learner, internally or with a learning partner, in constructing knowledge about practice and self” (p. 13).

Process

Engaging learner in review, analysis, reflection and planning

Criterion-Based

Uses explicit, pre-established and known criteria.

Multiple Forms and Sources of Evidence

Multiple sources of evidence are more constructive, concrete and less biased and subjective.

Desired

Feedback should be invited and welcomed.

Timely

The proximity of the feedback to the observation may influence how the observee responds.

Responsive to Learner

Tailored to the developmental needs, perspective, context and level of expertise of the learner.

Frequent

Frequent and routine feedback is viewed as growth-oriented.

Future-Focused

Guides the learner expediently towards changes in teaching practice.

Reciprocal

Through the feedback process, the observee helps the observer construct knowledge to build capacity, and also gives space to reflect on the observer’s own practice.

Skillful Interaction

Clarity and precise communication increase understanding and the value of the feedback process.

Multidimensional

The learner is engaged in more than one way, encouraging reflection on multiple levels.

It's time to practice!

Review a Class Session and Complete the Observation Instrument

Next it's time to practice. you will watch the video of a class (below) and complete the Peer Observer rubric based on what you view. Please bring completed form to our synchronous session.

And we're done!

You have completed the asynchronous module on Best Practices of Peer Observation! Click the link below to register your completion.

Presented in partnership with Faculty Success and Teaching and Learning Services
Created By
Shelley Howell
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