Best Practice in the Peer Observation of Teaching
The notes
These best practice notes are available electronically and may be used by
individuals to supplement the ‘Guidelines for the Peer Observation of Teaching’
(POT) document which outlines the procedure and rationale which should be
used to implement the scheme. These notes offer further information on how to
get the most from this peer observation of teaching scheme to support the
development of teaching. Use of these notes is recommended, especially for
those new to such schemes.
The notes are organised into the following sections:
 Introduction
 Purpose
 Defining ‘good’ teaching
 The Peer Observation Scheme
 The Peer Observation Process
 Further information and help
Introduction
All departments are expected to operate the Peer Observation of Teaching
scheme for all full-time staff, including those on probation. The suggestions made
here are not prescriptive; by attempting to draw out good practice and help build
reflection on the POT experience they will ensure that the time and effort put into
the scheme os beneficial to both parties. Additional pro-forma are provided which
can be used by those who wish to structure their POT. Whatever supplementary
documentation is used (if any) the scheme is one which is non-judgmental and
confidential. Any documentation or notes will remain in the possession of the
observed member of staff only.
Purpose
A peer observation system could have one of three main purposes:
·
individual development
·
performance management
·
evidence of quality assurance
SOAS sees the purpose of its scheme to be for individual development. An
effective peer observation scheme with this purpose can reasonably be expected
to result in an improvement in the student learning experience, through an
increase in the quality of teaching.
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The purpose of peer observation at SOAS therefore is neither to produce a
‘paper-trail’ for quality assessments nor to provide a mechanism for grading staff
against set criteria (thus rewarding good performance or exposing and
remedying poor performance). It is about giving individuals the opportunity to
develop in relation to their own starting point.
Defining ‘good’ teaching
There is no clear-cut definition of ‘good’ teaching. What works well for one tutor
in one subject with a group of students may be a disaster in another situation.
However, there is some agreement on the characteristics of a good teacher
(Ramsden, 1992) and these are listed in appendix 1. This process is not about
getting everyone to teach in the same way, it is about helping individuals to
reflect on and evaluate their own approach to teaching. It is expected that both
parties in the observation will benefit from the discussion arising.
The Peer Observation Scheme
These notes are intended as a guide to help Heads of Department organize their
staff to fulfill the requirements of the scheme.
Organising the Observation Pairings
Observation by a peer from the same department is the most common scenario,
although it will be possible for individuals to find their pair in another department,
and may be necessary where there are odd numbers of staff. The key to a
successful observation pairing is normally mutual trust and respect, which is why
individuals are to be asked in the first instance to select their own pairings, and
inform their HoD who they have selected to work with. Only in cases where this
has not happened by the agreed date will the HoD allocate pairings.
The complete list of pairings will be sent to the Staff Learning and Development
Office by an agreed date.
In order for an individual to experience a range of different ideas over time, a
system which encourages a yearly change of observation colleague is
suggested.
Experience shows that observers can learn as much, if not more from this
process as those being observed. Indeed in some cases the observer will be the
partner who has most to gain from the scheme in terms of their development. .A
partnership system which swaps roles will tend to reinforce personal
development more than a system which uses designated observers and could be
seen as judgmental.
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Recording that POT has taken Place
The Staff Learning and Development Office will monitor the completion of POT
by the receipt of the Record of Peer Observation of Teaching form. HoDs and
Deans will be updated after the end of each term on which observations have
taken place.
What should be observed?
As far as possible, a range of all the activities which constitute ‘teaching’ for an
individual should be observed. Commonly this would be:


Lectures
Small group sessions
For those involved in large amounts of one-to-one teaching or distance learning
delivery, thought will need to be given to the most effective and appropriate style
of observation.
Frequency of Observation
A minimum target of one observed session per year for each member of staff
has been incorporated into this scheme. Individuals are free to plan for a higher
frequency of observation to suit their own needs.
Confidentiality and Paperwork
Information about the detailed discussion involved in the POT remains
confidential to the peer pairings. The observed member of staff is asked to
complete a form outlining only in broad terms the areas discussed and any
training needs identified (Record of Peer Observation of Teaching form). No
other information is to be forwarded to anyone. Any other pro forma, notes or
documentation used by the peer pairings remains confidential to themselves and
should be held be the observed staff member unless they wish to share any of
the information. An individual may choose to use a written record of their
observed session for a number reasons: as a part of their Staff Learning and
Development Review discussion; in a promotion case; as a part of a portfolio
towards a qualification or membership of a professional body. For these reasons,
a written record should always be made but it should remain under the control of
the observed person.
Please note that none of these suggested records will be seen by anyone
outside the peer observation pairings, and they will not be held centrally.
The Peer Observation Process
These notes are offered as guidance to the observer and observed.
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First agree on a suitable session for observation. Most people like to select a
session they feel comfortable and confident with, but the maximum benefit from
observation may be to select a session which is new, difficult or in need of a
change. Normally an observation should last for about an hour. Ideally both
people should be available for a discussion about the session soon after the
observation takes place.
The process of observation can then be seen in 3 stages:
·
·
·
Initial briefing
Observation
Debriefing
Initial Briefing
This short meeting will establish ground rules, set the scene, focus the observer
on possible areas to concentrate on and decide practical issues.
Examples of areas which might be discussed include:








Aims of the selected session
Issues that the tutor would particularly like feedback on
Any new or experimental parts of the session where feedback would be
valuable
Where the observer will sit
How the observation will be explained to students
How the observer will record information
When and where you will meet to debrief after the session
How you will each provide feedback i.e. any agreed pro forma beyond the
Record of POT form.
Note: Students will notice the presence of another member of staff in the session
and observers will inevitably make notes about the student audience as an
integral part of the observation. Therefore, it is a good idea for the tutor to
introduce the observer to the students and explain about the observation
process. Thereafter, the observation should have no impact upon the session.
The Observation
There are four stages in the teaching process which can be identified in any
session which is likely to be observed:




Planning prior to the session
Introducing the session
Delivering and developing the plans
Conclusions
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At the pre-session briefing you may have agreed a particular focus for the
observation, but within the hour, the observer can also make some useful
general observations on these stages. Some possible prompts follow:
Planning the session:
 How does the plan relate to previous sessions?
 Are there clear aims and learning outcomes?
 How does the session fit in with the overall programme for the course?
 Are resources (AV, handouts, tasks) available at the appropriate points?
Introducing the session to the students:
 Is it clear to the students how this session relates to previous work?
 Does the introduction give the students a clear overview of how the
session will develop?
Delivering and developing the plans:
 Is the communication of ideas relevant, clear and coherent?
 Is there opportunity for the students to clarify their understanding? How is
this handled?
 What strategies are used to gain attention, to refocus and to ensure
attention is maintained?
 Are students motivated?
 Are teaching methods appropriate to the tasks?
 Are there opportunities for the students to think, question and feedback?
 What modes of delivery are used? Is there a reliance on one mode?
 Use of AV and other media
 Dealing with specific students e.g. with disabilities; with English as a
second language?
Concluding the session:
 Is the session drawn to a satisfactory conclusion?
 Is there a summary of the main ideas or a review of the point reached so
far?
 Does the conclusion look forward to the next session or encourage further
reading?
Observation Methods
There are several methods of making observations, and these can be considered
at the initial briefing. The questions above can provide a framework to which
other agreed areas can be added. Observation methods could include:
 A chronological record of what happened for the session, this provides a
rich if unfocused set of notes
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



Focus on a particular issue, perhaps agreed in advance, maybe using a
pro forma
A set of random notes made as something of interest occurs
Observations based around a structured or semi-structured framework
(see example pro-forma)
A video recording
The Debriefing
Obviously detail will be easiest to recall if the de-brief follows on immediately
from the session. It is normally best to let the observed person have first
comment on how they felt the session went. It may then be appropriate to go
through the observer’s notes. The observer can help the observed by taking the
discussion through these stages:
Description
Feelings
Evaluation
Analysis
Conclusion
What happened?
How did you feel?
What were your reactions?
What was effective?
What was less effective?
What might this mean or imply?
Why do you think this happened?
What was really going on?
What sense can you make of the situation?
What else might you have done?
How might you tackle it next time?
Good feedback should help the observed person develop an action plan for
personal development and perhaps an agreement to use another observation as
a way of reviewing progress. It will ask for consideration of current and future
development needs. These needs will be noted by the Staff Learning and
Development Office, and will inform the content of the academic development
support programme.
Further Information and Help
Assistance to departments and individuals in running this peer observation
system can be provided by the Learning and Teaching Unit. This includes
briefing sessions for staff on conducting observed sessions and giving and
receiving feedback. Electronic versions of these guidelines for School use are
also available from Staff Learning and Development or the Staff Learning and
Development web pages.
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Appendix 1
What is Good Teaching?
Ramsden (1992) identified 13 characteristics of good teaching from an individual
lecturer’s point of view:

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





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
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
A desire to share your love of the subject
An ability to make the material stimulating and interesting
A facility for engaging with students at their level of understanding
A capacity to explain the material plainly and helpfully
A commitment to making it absolutely clear what has to be understood, at
what level and why
Showing concern and respect for students
A commitment to encouraging student independence and experiment
An ability to improvise and adapt to new demands
Using teaching methods and academic tasks that require students to learn
actively, responsibly and through cooperative endeavour
Using valid and fair assessment methods
A focus on key concepts and students’ current and future understanding of
them, rather than just on covering the ground
Giving high quality feedback on students’ work
A desire to learn from students and others about the effects of your teaching
and how it can be improved
Consideration of some of these can be useful as a part of the observation
process.
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Appendix 2
Peer Observation of Teaching – Confidential Feedback
Observer
Observed
Observation Date
Course
Nature of Session:

Lecture

Small Group session

Other (please specify)
1. Feedback on issues specifically requested by Observed:
2. Other feedback:
Planning the session:
Introducing the session to the students:
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Delivering and developing the plans:
Concluding the session:
3. Other observations:
4. Training, development or other needs:
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Appendix 3
Peer Feedback on a Lecture- Confidential
Name of
lecturer:
Date of lecture:
Venue:
Date of report:
Name of observer:
Aspects of the lecture
1. First impressions made by the
lecturer:
Comments and suggestions
Time of lecture:
Topic of lecture:
Approx no. of
students:
2. How the intended outcomes of the
lecture were made clear to students
at the beginning of the lecture:
3. How this particular lecture was put
into context regarding previous and
forthcoming lectures:
4. How intended evidence of
achievement of the learning
outcomes was clarified to students
during the lecture:
5. How the intended learning outcomes
were revisited towards the end of
the lecture:
6. How the lecturer checked the
extent to which the students felt
they had achieved the intended
learning outcomes:
7. The general tone and style of the
presentation:
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Aspects of the lecture
8. How visual aids were used to
enhance students’ learning:
Comments and suggestions
9. How student diversity (ethnic
origin, disability, learning needs)
was catered for during this
particular lecture:
10. How body language was used to
enhance communication at the
lecture:
11. Tone-of-voice, clarity of diction,
audibility, and so on:
12. What students seemed to be doing
during the lecture:
13. The extent to which students were
kept actively learning during the
lecture:
14. How students seemed to be using
any handout materials during the
lecture:
15. How students’ questions were
invited and handled during the
lecture:
16. How well use was made of the
available space as a learning
environment:
17. How links were made between the
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Aspects of the lecture
content of the lecture and how this
would be assessed:
Comments and suggestions
18. Comments about the close of the
lecture:
19. Any further overall comments and
suggestions:
20. Further specific things on which
the lecturer asked for feedback:
1
2
3
21. The extent to which ‘the lecture’
was the most appropriate format to
help students to achieve the
learning outcomes:
22. Action planning comments by
observer, for example things to
consider in own teaching:
(Phil Race; Leeds Metropolitan University: 2007)
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