Peer Observation of Teaching
Peer observation of teaching is a mechanism whereby our peers can observe and
comment on some functional or qualitative aspect of the teaching we undertake and
the learning we promote.
All staff should be committed to maintaining and
enhancing the quality of teaching and learning. Peer observation of teaching
provides a structured framework for the ongoing improvement of teaching and
learning practices through peer collaboration, discussion and the dissemination of
ideas and good practice. In this sense, observation is a very valuable tool for both
the observed and the observer as it is about the sharing of excellence and the
promotion of a greater sense of collegiality and good practice. Peer observation is
about the promotion of collegial working practices, the dissemination of good
practice, the development of the individual, quality enhancement, and improving the
quality of student learning. The process operates in the spirit of impartiality,
professionalism, and peer support with the aim of enhancing practice for both the
observer and the observed and therefore the learning experience of students. The
scheme should support staff to:
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develop self-awareness;
reflect on their practice;
enhance their awareness of the student learning experience;
recognise and identify good practice in others;
identify further professional development needs;
identify and promote good practice and innovation in teaching and learning;
deepen understanding of the work of colleagues in and across teams,
departments and divisions;
provide evidence of quality teaching practise for promotion applications,
professional development recognition and the like.
Peer observation is conducted with mutual trust and respect and any detailed
documents should remain with the observed unless the observed colleague gives
their explicit agreement that the records may be shared. However, it makes obvious
sense to adopt a system that might afford both individual development and provide
evidence for future subject or quality reviews, audits and the like. Individuals may
wish to utilise their written records in appraisal, when applying for promotion or
seeking membership of a professional body, or as some other part of their
continuing professional development. It is recommended that some record of peer
observation is retained by participating divisions or departments. At a minimum this
will be a log of who was observed, by whom and when. Ideally this information will
also include a summary of good practice as observed and any other issues related to
the promotion of good learning and teaching. Detailed observation sheets and
comments are confidential. Identified areas of good practice or other issues will only
be disseminated with the permission of the observed.
Peer observation is not a review or an appraisal. It is about looking at our practice
as a continual process of improvement which might be thought of as being informed
by our selves, our peers, our students, and the literature. The main purpose of this
document is to set out a method for peer observation and to provide the prompts,
criteria and recording sheets that may be of use in the peer observation process.
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Why are we doing it?
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To improve the quality of student learning
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To increase the sense of collaboration and enhanced trust through allowing
colleagues to observe and comment upon each other’s teaching.
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To increase awareness of what material colleagues are covering.
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To get good ideas from practice.
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To encourage discussion and dissemination of good practice.
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To address practical issues such as suitability of facilities.
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To maintain and enhance a quality learning experience.
Organising the process
Observation can be made in a number of different
ways. A popular form is a ‘buddy system’ where two
colleagues agree to act as observer and observed.
The observation takes place followed by a reversal of
the roles at a later date. Another system is the
‘circus’ where colleague A observes colleague B,
colleague B observes C, and so on round the team
until all have been observed. A happy medium and
that preferred is observation organised within teams
of three as in the diagram on the right.
Each
colleague is observed twice (perhaps reversing the
cycle).
A person with responsibility for peer
observation should organise the teams.
A
B
C
A less inclusive approach involves a colleague attending at least two (preferably
three) sessions by different colleagues and then providing a written or verbal
reflective account of their anonymous observations. Exceptionally, colleagues may
wish to utilise the services of an external observer or team of observers. Any other
system of peer observation may be designed and adopted by teams, so long as it
meets the basic requirements set out in this document.
What should be observed and how often?
Within the context of this document, anything that can be described as teaching can
be observed.1 A range of activities is recommended such as lectures, tutorials,
seminars, practical classes and so on. These can be at any level of provision, both
UG and PG. At least one round of observing and observation should take place every
two years but you are encouraged to increase this if desired. Peer observation
should take place in the context of the program, unit or session learning outcomes.
Getting the process going
The observer and the observed agree a session, time and place for the observation,
ensuring sufficient time is allocated before and after for the briefing and for postobservation meeting. The peer observation session therefore has four stages: the
briefing session, the observation session, the post-observation meeting, and the
production of a joint statement. Whilst it is likely that peer observation will take
place within a particular department and between that department’s tutors,
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colleagues are strongly encouraged to practice inter-departmental and divisional
observations too.
The briefing session involves a discussion between the observer and the
observed. Here the colleague to be observed will set out the context of the session,
and draw the observer’s attention to anything that they particularly want observing.
The kind of things that might therefore be discussed are: the learning outcomes,
lesson plan and/or objectives for the session, particular issues for consideration or
where feedback would be valuable, and any ‘ground rules’ or mutually agreed
approaches to the observation session.
The observation itself involves the observer positioning themselves in an
appropriate part of the teaching space, observing and making notes about the
various interactions between the tutor and the students with a focus on those things
identified in the briefing. Three examples of forms for recording observations are
provided in Appendix 1 and a check list of observation or reflective cues is provided
in Appendix 2. Teams, departments or divisions may wish to modify these forms for
their own purposes, focus of the teaching session or contexts. In the future, the
University may develop a centralised ‘item bank’ for colleagues to develop their own
individualised forms.
The post-observation involves a discussion between the observed and the
observer, reflecting on the teaching and learning session. This meeting is therefore
a collaborative reflection and will involve the tutor’s appraisal of the session and the
observer’s observations about good practice seen during the session. At some point
the observer may wish to make comments about areas of practice that may benefit
from future development. Post-observation is usually the most difficult part of the
peer observation process and demands professional tact and sensitivity by both
parties. Some tips for handling the post-observation meeting are provided in
Appendix 3.
A joint statement or record of the activity can be made on the pro forma similar
to the one in Appendix 4 to indicate that peer observation has taken place. It
should be completed and sent to whoever is managing the peer observation in the
department or division. It is in two sections. Section A must be completed. Section
B, the best practice and comment section is optional and only completed with the
permission and agreement of the observed tutor. The best practice section may
contain good ideas which might inform another colleague or a compendium of good
practice.
The agreed comments section may list other issues such as
appropriateness of the location, suitability of the AV provision or anything else the
department or division should be made aware of.
The observer should also complete a short statement about the experience of
being an observer and reflecting on what they have got out of or have otherwise
found useful from the observation. An example of a form for recording this is found
in Appendix 5.
Reporting
It is advisable for academic teams to make a statement about peer observation in
any quality reports, confirming the process is in operation, noting general issues
arising, identifying any good practice, and how the process is communicated to
students.
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Observation of Teaching
Appendix 1
Check List Form
Confidential
Tutor:
Observer:
Observation Date:
Timing:
Activity Type:
Unit:
Observed?
Brief Comment
Planning/Organisation/Content
Teaching purposes are clear and stated in
appropriate term e.g. aims, outcomes etc
Teaching purposes are appropriate to the
needs, experience and abilities of students
Structure of session: introduction,
development, conclusion is evident
Content is appropriate for the level, abilities,
needs and interests of students
Content is well researched and up-to-date
Teaching Strategies/Resources
Methods are appropriate to purposes of
session
Methods are chosen with regard to students’
age, abilities, needs and needs of
unit/content
Methods are chosen to gain interest and
participation
Class management is effective and
appropriate
Resources are used effectively and
complement content, methods and purposes
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Presentation, Management etc
Effective presentation/communication skills
are used
Employs effective use of questioning to
promote monitoring and understanding
Student contributions and participation is
encouraged in a positive atmosphere
Equal opportunities exist for all students
Assessment/Monitoring
Suitable methods are used to identify and
monitor student progress
Constructive feedback is provided
Planning/Organisation/Content
Teaching Strategies/Resources
Presentation/Class Relationships/Class management
Assessment and Monitoring of Students
Additional Comments and Suggestions for Future Development
When completed, this form stays with the observed tutor for their records
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Observation of Teaching
Guidelines for a Free Response
Appendix 1
Confidential
Tutor:
Observer:
Observation Date:
Timing:
Activity Type:
Unit:
When recording in free response mode you might like to focus on some of the following:
Context (e.g. links between other areas of the curriculum), Structure (well organised,
key points signposted), Level pitch and pace (could students cope; any provision for
students experiencing difficulties?), Clarity, Use of examples, Preparation undertaken by
the teacher, Student responses, Interactions (between student & teacher or teacher &
student), Involvement (active/passive?), Venue suitability (seating, lighting, AV aids) etc.
When completed, this form stays with the observed tutor for their records
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Observation of Teaching
Appendix 1
Framework for Observer’s Notes
Confidential
Tutor:
Observer:
Observation Date:
Timing:
Activity Type:
Unit:
Planning the Session
 how does the plan relate to the previous session?
 are there clear aims and objectives?
 how does the session fit with the overall programme or unit outcomes?
 how are resources organised for the session?
Introduction
 is it clear how the work relates to other sessions?
 does the introduction set the scene and give an overview of outcomes expected?
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Delivering and developing the session
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is the communication of ideas relevant, clear and coherent?
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is there opportunity for the students to clarify their understanding? How is this handled?
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what strategies are used to gain attention, and to ensure attention is maintained?
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are the students motivated?
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are the teaching methods appropriate to the tasks in hand?
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are there opportunities for the students to think, question and feedback?
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what modes of delivery are used; is more than one mode used?
Concluding the session
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is the session drawn to a satisfactory conclusion?
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is there a summary of the main ideas or a review of the point reached so far?
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does the conclusion look forward to the next session?
When completed, this form stays with the observed tutor for their records
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Peer Observation Activity
Appendix 2
Observation or Reflection Cue Sheet
This sheet is an indicative list of things colleagues might focus on when reflecting on their
own practise or during an observation session. It is not exhaustive and you encouraged
to add to or to modify the list.
Planning/Organisation/Content
Teaching purposes are clear and stated in appropriate term e.g. aims, outcomes etc.
Teaching purposes are appropriate to the needs, experience and abilities of students.
Structure of session: introduction, development, conclusion is evident.
Content is appropriate for the level, abilities, needs and interests of students.
Content is well researched and up-to-date.
Teaching Strategies/Resources
Methods are appropriate to purposes of session.
Methods are chosen with regard to students’ age, abilities, needs and needs of unit
and/or content.
Methods are chosen to gain interest and participation.
Class management is effective and appropriate.
Resources are used effectively and complement content, methods and purposes.
Presentation, Management etc
Effective presentation/communication skills are used.
Effective use of questioning to monitor and promote understanding.
Student contributions and participation is encouraged in a positive atmosphere.
Equal opportunities exist for all students.
Assessment/Monitoring
Suitable methods are used to identify and monitor student progress.
Constructive feedback is provided.
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Peer Observation Activity
Appendix 3
Debriefing Hints and Tips
Points to remember when you are debriefing – as professional tutors we are used to
giving and receiving feedback on a regular basis and our experience in this is most useful
when dealing with our peers. Nevertheless, it is worth reminding ourselves of some good
advice in this area.
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focus on behaviour rather than the person
be specific
give feedback as soon as possible after the event
it must be known what use is to be made of the outcomes of the event
feedback must be confidential
be aware of the balance between positive and negative feedback
what is important is how and when you give feedback not just a matter of what
you say
allow those being debriefed to say something about their session first before you
give feedback
allow them to highlight problems and possible solutions first
effective feedback should be focused on the amount of information that the
receiver can make use of
When you are being debriefed
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check for understanding
assume that the information is for your benefit
if you have sought feedback make it clear what kind of feedback you are seeking
notice your own reactions
After the debriefing session it can be useful to ask yourself the following
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what aspects of your teaching do you feel you can develop further?
what aspects do you feel you would like publicise to others?
what do you need to do in order to enhance an aspect of your teaching?
who or what might be able to help you?
who or what might stop you and what can you do about it?
how will you know when you have made a positive impact?
Or, perhaps simply ask yourself, ‘next time I give this session I will ............................’
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Observation of Teaching
Appendix 4
Summary Overview Record
Section A (Please complete this part)
Tutor:
Observer:
Observation Date:
Timing:
Activity Type:
Unit:
We confirm that the observation has taken place and feedback has been given. We agree
to the release of the information listed or attached below.
Observed………………………………………………………..... Date……………………………….
Observer……………………………………………………..….... Date……………………………….
When completed, copy this form and give to your peer observation coordinator.
Section B (This part is optionally completed)
Summary of shared good practice – perhaps three things that went really well (either as
part of the observation process or as teaching practise).
Any other agreed comments
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Observation of Teaching
Appendix 5
Observer Record
Confidential
Tutor:
Observer:
Observation Date:
Timing:
Unit:
Activity Type:
Record your thoughts and comments on the experience of observing. This might include
your impression of being an observer, examples of teaching methods that you might
find useful in your own teaching, etc.
When completed, this form stays with the observer for their records
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