Guidelines for the Peer Observation of Teaching Scheme

1.Introduction

Peer observation of teaching (POT) is increasingly being used to enhance learning and teaching practices in Higher Education, in part as a response to external quality assurance frameworks. The Quality Assurance Agency (QAA) states that SOAS should ensure the systematic implementation and monitoring requirements of peer observation of teaching as agreed by the Learning and Teaching Quality Committee. This also builds on the key objective in the School’s Learning and Teaching Strategy for initiatives to support our TEF submission including the peer review of teaching to be implemented across the School. For these reasons, a POT scheme was introduced in 2007 and now runs on an annual basis.

2. Purpose

Various teaching observation models have been considered (Appendix 1) and the scheme outlined below been designed to be beneficial to those taking part while keeping the management and monitoring as simple as possible. The scheme will promote individual development, leading to an improvement in the student learning experience and an increase in the quality of teaching.

3. Principles of the Scheme

  1. Peer observation of teaching is compulsory for staff who teach once every yearif they have a contract of at least 14 hours per week,and will include probationary staff. Other part time staff may also choose to take part in the scheme as part of their professional development.
  2. A standardised model will be used across the School unless a department has the agreement of LTQC that they are offering something suitable as an alternative.
  3. The introduction of POT at SOAS is not for judgemental or assessment purposes, but will follow a Continuing Professional Development (CPD) approach whereby constructive mutual feedback from trusted colleagues supports the sharing of good practice (labelled the ‘peer review’ model in the appended table).
  4. The exact details of the observation discussion will remain confidential between the observer and the observed.
  5. POT may form part of longer term CPD plans supported by Staff Learning and Development and the Academic Development team.
  6. Workshops and/or advice on POT will be provided by Staff Learning and Development and the Academic Development team.

4. Management of the Scheme

Heads of Department will need to:

a)Explain the scheme to their staff at a departmental meeting early in Term 1 and tell them where to find the relevant documentation

b)Ask each of their staff to find their own ‘pair’ observer for the scheme and record these names. Staff should be encouraged to select different partners in different years so that they see a wider range of styles and approaches to teaching.

c)Encourage new staff members to organise their observed sessions as soon as possible, and definitely in Term 1 unless they have no teaching.

Eligible staff will need to:

a)Select a colleague with whom they have a feeling of mutual respect and trust and agree to become an observation pairing.

b)Agree a schedule for the two observations (one observation; one session observed) NB New members of staff should normally arrange this in Term one.

c)Forward a completed Record of Peer Observation of Teaching form for their observed session to the Staff Learning and Development Office.

The Staff Learning and Development Office will need to:

a)Provide POT documentation and deadlines to the HoDs at the start of the session; ensure electronic versions of documentation are available to all staff

b)Get lists of staff on research and other leave from the faculty offices at the start of the session so that staff records can be updated with this information.

c)Provide the HoD with provisional lists of eligible staff; provide updated lists in readingweek, at the end of term, in term 2 reading week and in the Easter break.

d)At the start of term 2 contact all individuals for whom a POT record form has not been received.

e)Report on completion rates to LTQC in May of each session.

Record of Peer Observation of Teaching

Summary of Topics Discussed

To be completed by the observer

Name & Email of Observed Staff Member / Date Session Observed
Department / Time
Name of Observer / Room No.
Type of Session / Lecture □ / Seminar □ / Language □ / Class□ / Other (specify)□
……………………

Topics discussed following the observation of the teaching session

  1. ………………………………………………………….……………………......
  1. ………………………………………………………………………………......
  1. ………………………………………………………………………………......
  1. …………………………………………………………………………………………..

Need for further training identified

  1. ………………………………………………………………………………......
  1. ………………………………………………………………………………......

Signed …………………………..………… Signed ……………………………………......

(Observer)(Observed staff member)

Date ……………………………………...... Email ……………………………………………….

(Observed staff member)

When completed, a copy of this page should be returned to the Staff Learning and Development Office by the member of staff who has been observed.

Appendix 1: Models of Peer Observation of Teaching

Taken from the Learning and Teaching Support Network Resources database on POTAuthor: David Gosling, Co-Director, Teaching Quality Enhancement Fund

National Co-ordination Team

Characteristic / Evaluation Model / Development Model / Peer Review Model
Who does it to whom? / Senior staff observe other staff / Educational developers observe practitioners; or expert teachers observe others in department / Teachers observe each other
Purpose / Identify under-performance, confirm probation, appraisal, promotion, quality assurance, assessment / Demonstrate competency/improve teaching competencies; assessment / Engagement in discussion about teaching; self and mutual reflection
Outcome / Report / judgement / Report/action plan; pass/fail PG Cert / Analysis, discussion, wider experience of teaching methods
Status of evidence / Authority / Expert diagnosis / Peer shared perception
Relationship of observer to observed / Power / Expertise / Equality / mutuality
Confidentiality / Between manager, observer and staff observed / Between the observer and the observed, examiner / Between observer and the observed – shared within learning set
Inclusion / Selected staff / Selected / sample / All
Judgement / Pass/fail, score, quality assessment, worthy/unworthy / How to improve; pass/fail / Non-judgemental, constructive feedback
What is observed? / Teaching performance / Teaching performance, class, learning materials / Teaching performance, class, learning materials
Who benefits? / Institution / The observed / Mutual between peers
Conditions for success / Embedded management processes / Effective central unit / Teaching is valued, discussed
Risks / Alienation, lack of co-operation, opposition / No shared ownership, lack of impact / Complacency, conservatism, unfocused

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SOAS Staff Learning and Development Office

College Buildings Room 472