Peer Observation of Teaching
It is RHULCollege policy that every academic department operates a system of peer observation of teaching which meets certain minimum requirements (see below) and in which all members of teaching staff are included.
It is important to emphasise that the College-wide policy is to ensure a process of peer support and professional development in teaching and supporting learning; it should not bea managerial process.
Rationale
Peer observation of teaching is of value because it:
- encourages reflection on the process of teaching;
- contributes to raising the level of discussion in departments about teaching;
- contributes to improving teaching;
- provides context for the teacher when compared with other forms of evaluation (e.g. student evaluation forms);
- demonstrates to students the department’s concern with evaluating provision;
- can be used to identify departmental staff development needs;
- contributes to effective departmental quality review and enhancement processes;
- enables non-established teaching staff to engage in the department’s discussions on teaching.
Minimum requirements
The minimum requirements of a peer observation scheme are that:
- there is record that it is taking place;
- the department has a mechanism to ensure all teaching staff are participating;
- each member of staff observes another staff member once a year as a minimum, and they are also observed at least once in each year;
- observation pairings are changed on an annual basis;
- the purpose and structure of the system is understood by departmental staff;
- the scheme adheres to recognised good practice (see below);
- departments establish mechanisms to enable appropriate feedback from their peer observation scheme to contribute to staff development planning and curriculum development planning (e.g. through a report on identified good practice to the departmental Teaching Committee or other identified mechanism);
Departments will be asked to comment on the effectiveness of their peer observation scheme at Periodic Departmental Review.
Good practice in teaching observation
The observer and observed teacher should agree beforehand the date and time of the session to be observed, at the observed teacher’s discretion within timetabling constraints. The observed teacher should pass on to the observer relevant background information about the topic to be covered, the students and the format of the session. Whether feedback would be sought on any particular aspect of the session (for example, of the effectiveness of the handouts or a PowerPoint presentation) should also be discussed. The example observation proforma provides a guide to this preparation.
The teacher being observed should indicate the observer’s presence to the students, explaining that the teaching process is being discussed and that the students are not being evaluated. If it is a very small group, the students’ permission should be asked before the session.
During the observation, the observer should remain silent, and not participate in the session. They should not, for example, ask or answer questions. If the department has adopted an observation proforma, notes should be made under the given headings.
Time should be made for a discussion, immediately or soon after the observation. Such a discussion might typically be for half an hour, or more.
It is good practice for the observed teacher to give their comments first. One way to begin is for the observer to start the discussion by asking ‘What do you think went well?’
When the observed teacher has made their points, the observer should give feedback on what went well. It is a well-established principle that all feedback (to students or colleagues) should begin with positive comments.
If the observer thought there were aspects of the session which did not contribute effectively to the students’ learning, it is generally considered best to discuss these via questions. For example, the observer could ask: ‘Why do you think no one answered your question about X?’, or ‘What effect did you think the room layout had on the students’ participation?’
It is better to place the emphasis on discussion than on judgement, and to raise a limited number of issues of concern. If the observer has strong doubts about the effectiveness of the teaching, it is best to express this in terms of concrete examples and with concrete suggestions for change. For example, ‘The two students sitting beside me may have struggled in the third section: they stopped taking notes. Might it have been helpful to ask the students to spend a couple of minutes in pairs reading through their notes, and preparing questions to ask, so you could have taken questions before continuing?’ The observer should identify no more than three orfour aspects like this (regardless of how many concerns they may have), and should select the ones for discussion which they believe are having most impact on student learning, and which are in the teacher’s power to change.
After the discussion, the observer should provide the observed teacher any notes from the session. It is good practice that the notes provided, especially if they note concerns, should have arisen from discussion and therefore not come as a surprise, and the observed teacher should be given the opportunity to correct any misunderstandings/omissions etc. With the agreement of both participants, these notes can be used by the observed teacher for processes such as a portfolio for promotion.
Observation of Teaching (lectures/seminars/workshops/tutorials etc.)
Example proforma 1
Please complete this page before the session begins.
(Form adapted from one used by University of Portsmouth)
Name of teacher:Date and time:
Name of observer:Venue:
Course/level of students:No. of students:
Type of session:Length of observation:
Aim(s)
What are your aims for the session?
Outcomes
What are the specific learning outcomes planned for the students (e.g. knowledge and understanding, skills, subject-specific skills)?
Were there any particular factors/problems taken into account when planning the session? E.g. Is this your first ever class with this group? Can you anticipate and prepare for any potential difficulties?
Are there any aspects of this session which are new to you?
What particular aspects of your teaching would you like feedback on?
Observer’s Comments
To be completed by the observer during or immediately after the teaching session.
The breakdown of each category (in italics) is a guide to the observer as to aspects for comment and discussion. They are not intended to be comprehensive, nor does each have to be covered in every case. Different disciplines may have additional aspects to consider.
Teaching characteristics – Comments
- Planning and start of session
- Presentation
- Student participation
Observer’s Comments (continued)
Teaching characteristics – Comments
- Methods and approaches
- General
- Aspects to consider for development
- Strengths
Signed by observer: ………………………….………….... Date: ………………
Your reflections
Please complete this section after your teaching session.
What did you feel went well in this session?What would you like to change about this session if you had to teach it again?
In the light of the observer’s comments, what aspects of your teaching approach will you look at changing in the future? How will you go aboutdoing this?
What have you found useful/not so useful about the observation process?
Observation of Teaching (lectures/seminars/workshops/tutorials etc.)
Example proforma 2
Please complete this page before the session begins.
(Form adapted from one used by University of Portsmouth)
Name of teacher:Date and time:
Name of observer:Venue:
Course/level of students:No. of students:
Type of session:Length of observation:
Aim(s)
What are your aims for the session?
Outcomes
What are the specific learning outcomes planned for the students (e.g. knowledge and understanding, skills, subject-specific skills)?
What particular aspects of your teaching would you like feedback on?
Observer’s Comments
To be completed by the observer during or immediately after the teaching session.
The breakdown of each category (in italics) is a guide to the observer as to aspects for comment and discussion. They are not intended to be comprehensive, nor does each have to be covered in every case. Different disciplines may have additional aspects to consider.
Teaching characteristics – Comments
- Presentation and approaches
- Student participation
Observer’s Comments (continued)
Teaching characteristics – Comments
- Aspects to consider for development
- Strengths
Signed by observer: ………………………….………….... Date: ………………
Your reflections
Please complete this section after your teaching session.
What did you and your observer feel went well in this session?What would you like to change about this session if you had to teach it again?