Peer Observation
Observing Pupil Responses to Changes in Teaching
Peer Observation – General Points
 Not a method for monitoring teaching methods but a means to look at the
impact changes in our teaching can have on pupils.
 Not a method of appraisal.
 It is an opportunity to experience another pair of eyes on our teaching from a
trusted colleague – something that we usually experience only in high pressure
situations (Inspections/PRSD observations).
Benefits from being observed:
1) Obtain feedback on agreed areas in a positive and constructive manner.
2) Makes being inspected much easier – teachers become more accustomed to
teaching in a more natural way when someone is in the room.
Benefits for the observer:
1) Insight into inspections – view from the other side of the table.
2) Pick up and gain ideas from other colleagues. Learn from one another.
It is very important to understand that teaching strategies can travel between subjects.
Initial Preparation for Peer Observation Process
 Recruit staff (not SLT) by talking to them individually and open recruitment recruiting around 20 staff members to form a focus group.
 Provide focus group with results from the pupil voice exercise to show what
pupils feel are the key elements of a good lesson. Provide focus group with
results from staff audit
 Ask staff to individually answer questions relating to the following four areas
(fully detailed in Appendix 1) in detail:
1) What aspect of their current classroom practice would they like to
develop?
This will be accompanied by a framework for teachers to consider as a
point of reference – highlighting skills, knowledge and values (Appendix
2).
2) What training do they feel they need in order to bring about
improvement in this area?
Staff must define what specific aspects of their development require
training.
3) How do they feel this improvement will directly impact on the pupils
they teach?
This will be accompanied by a framework for teachers to consider as a
point of reference – highlighting aspects of pupil impact tabulated under
the areas of knowledge, skills & attitudes (Appendix 3).
4) How do they feel this impact can be effectively measured? How can
we tell if it is making a difference?
The answer to this or an agreement on this will be reached by the pair of
observing teachers after their series of observations is complete. They will
think of how these pupil responses will be measured before hand.
 These responses become self improvement targets for these teachers.
 Staff questionnaires are collected and staff paired off accordingly, if possible
matching their development needs, though this is not essential.
 Training to be provided to address aspects of classroom practice that have
been identified – August/September 2012 - B Yeats.
 Training to be provided for these staff members on how to conduct peer
observation and offer constructive feedback. Written guidance provided to
staff during training session
Peer Observation in Action
 This should be a recognised process across the school (otherwise it will not be
sustained).
 A lesson observation sheet (Appendix 4) will be completed as a paired
activity for each teacher in the pair. They will refer to their answers from their
initial audit (Appendix 1) when completing this task. They will agree on the
parameters for observation i.e. what they expect to see in terms of pupil
response. This will ensure that they both feel comfortable addressing the
competencies associated with their development area.
 Starting in September, teachers will jointly observe each other once per
month. They will be given one period to design and draw up a peer
observation sheet (Appendix 4) and agree how long they want to be observed
for each area of focus – one lesson, two lessons, whole term.
 During the lesson the observing teacher should look for and record against the
agreed list of pupil responses listed under pupil impact in Appendix 4.
 They should also highlight aspects of the lesson they feel could be used to
develop their own practice.
 A record of this should be kept in order that pairs can agree if the desired pupil
responses were achieved.
 At the end of this time period staff pairs will meet to discuss the extent to
which previously agreed impact on pupil learning had been achieved. The
discussion can take place during time allocated for departmental meetings.
During this meeting staff should review notes from the completed lesson
observation sheets. Staff should also agree what, if any, obvious next steps are
apparent from their mutual experience and discussion.
 Honest feedback should be provided in line with the guidance in Appendix 5.
 Staff will judge whether to shift the focus if the desired pupil responses are
evident. Pairs of staff with different initial foci can swap to accelerate the
process for learning.
Cover Required for Observation/Preparation
Teacher
Periods required for Teacher A
Periods required for Teacher B
Sept
2
2
Oct
1
1
Nov
1
1
Dec
2
2
Jan
1
1
Teacher
Periods required for Teacher A
Periods required for Teacher B
Feb
2
2
March
1
1
April
1
1
May
2
2
June
1
1
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For 1 pair of teachers over the course of a year = 28 periods
For 10 pairs 280 periods = 35 days sub cover
From the RTU/QUB/GTC RLS project - £3,000 = 20 days
Additional cost to the school £2,250
Further Development
 Staff involved in pilot to feedback to the whole staff on their experiences at
the end of the year, outlining the learning outcomes.
 Revise Learning & Teaching policy based on outcomes from pilot.
 Allow time for departmental review – departments asked in meetings to
identify any new teaching strategies used and these are then summarised and
shared with all staff. This should happen on an annual basis.
 Organise time for paired staff to coach each other if problems occur and
desired pupil responses are not achieved during an agreed timeframe.
Training on coaching is provided by the RTU at no cost to the school.
Appendix 1
Please answer each question in as much detail as you can in the spaces provided.
Teacher’s Name:
1) What aspect of your current classroom practice would you like to develop?
As point of reference, you can refer to the attached competence framework for
teachers.
2) What training do you feel you need in order to bring about improvement in
this area?
Try to define what specific aspects of your development require training.
3) How do you feel this improvement will directly impact on the pupils you
teach?
As point of reference, you can refer the pupil response framework which
highlights aspects of pupil impact tabulated under the areas of knowledge, skills
& attitudes.
4) How do you feel this impact can be effectively measured?
How can we tell if it is making a difference to the pupil we teach?
Appendix 2
Competence Framework for Teachers
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Class & lesson organisation
Begins class on time in an orderly, organised fashion
Previews lesson/discussion content
Clearly states the goal or objective for the period
Reviews prior class material to prepare students for the content to be covered
Does not digress often from the main topic
Summarises and distils main points at the end of class
Appears well-prepared for class
Presentation of the Lesson
Incorporates various instructional supports like slides, films, diagrams, etc.
Uses instructional support effectively
Responds to changes in student attentiveness
Uses a variety of spaces in the classroom from which to present material
Writing is large and legible
Speaks audibly and clearly
Communicates a sense of enthusiasm and excitement toward the content
Use of humour is positive and appropriate
Establishes and maintains eye contact with students
Talks to the students, not the board or windows
Varies the pace to keep students alert
Selects teaching methods appropriate for the content
Teachers rapport with the pupils
Praises students for contributions that deserve commendation
Solicits student feedback
Requires student thought and participation
Responds constructively to student opinions
Knows and uses student names
Does not deprecate student ignorance or misunderstanding
Responds to students as individuals
Treats class members equitably
Listens carefully to student comments and questions
Recognises when students do not understand
Encourages mutual respect among students
Credibility and control
Responds to distractions effectively yet constructively
Uses authority in classroom to create an environment conducive to learning
Lesson Content
Includes illustrations
Selects examples relevant to student experiences and course content
Relates current lesson content to what’s gone before and will come after
Makes course content relevant with references to “real world” applications
Seeks to apply theory to problem-solving
Explicitly states relationships among various topics and facts/theory
Explains difficult terms, concepts, or problems in more than one way
Presents background of ideas and concepts
Relates homework to lesson content
Clearly organises homework
Carefully explains homework
Interaction between teachers & pupils
Encourages student questions, involvement, and debate
Answers student questions clearly and directly
Gives students enough time to respond to questions
Refrains from answering own questions
Responds to wrong answers constructively
Allows ample time for questions
Encourages students to respond to each other’s questions
Encourages students to answer difficult questions be providing cues and encouragement
Allows relevant student discussion to proceed uninterrupted
Presents challenging questions to stimulate discussion
Respects diverse points of view
Appendix 3
A range of students’ learning outcomes from successful lessons
Knowledge
Skills
Attitudes/Mindframes
Learning Intention for lesson achieved
Ability to maintain attention
Confidence in ability to improve – make
the next learning step
Success Criteria for LI understood
SC used to focus on appropriate details in
the task
Confidence in ability to learn new things
generally in this subject
Student knows what they have learnt at the
end of the lesson/theme
SC used to manage and judge the quality
of one’s own task outcomes
Interest/motivation in this and future
lessons within this theme/subject
Knows own strengths, improvement needs
and how to proceed with them in the context
of this lesson/theme/subject
SC used to judge the quality of others’
task outcomes
Sees errors as chances to learn
Tendency to reflect on and recognize
one’s own increasing skills/knowledge
Sees obstacles in due proportion – avoids
exaggerating obstacles
Ability to maintain effort, especially in
the face of obstacles/difficulties
Feel respected, known and valued as an
individual rather than part of the pack
Ability to ‘self-remotivate’ when interest
wains
Feel known, particularly one’s own
knowledge, skills and current learning
needs
Ability to set appropriate expectations
and targets for own learning
Can speak readily to the teacher about
difficulties, obstacles, learning needs
Ability to prioritise and manage tasks,
perhaps via ‘to-do lists’
Feel more involved in dialogue than
listening to monologue
Ability to complete tasks to immediate
deadlines
Responsibility assumed for task
management, completion, self assessment
and ‘next steps’ reflection
Cooperative working skills – listening
and responding within context
Bad behaviour is identified and addressed
quickly by the teacher
Cooperative working skills –learning
from others and proposing ideas &
opinions
Cooperative working skills –fusing own
and others ideas/opinions to generate new
ones
Range of memorizing and sense-making
skills, e.g. mind mapping, KWL charting,
Learning Trail charting etc
Can separate praise from feedback
information
Feedback is used to reflect about last
piece of work and to consider next
improvement steps
Ability to process, generate and construct
answers to oral questions
Errors are identified and corrected by the
teacher
Appendix 4
Lesson Observation Sheet – Paired Activity
Development aspect of current classroom practice:
You are trying to change/develop an aspect of your current practice.
In this section agree and draft out what aspect(s) of your current classroom practice
you will change. You should refer to your answer to Q1 from your initial audit.
Pupil Impact:
Agree on what your observing partner should be looking for in the pupils responses to
these changes in practice. You should refer to your answer to Q3 from your initial
audit.
Observers Notes:
Highlight aspects of the lesson you liked in relation to developing your own practice.
Discuss these with your partner after the lesson.
Appendix 5
Characteristics of Useful Feedback
This information should be considered by staff before they engage in post observation
discussion:
Useful Feedback is:
 descriptive rather than judgmental. This helps prevent defensive responses.
 specific rather than general.
 focused on pupil behaviour/response rather than the person.
 focused on helping rather than hurting.
 focused on behaviour that the teacher can do something about.
 actively sought by the teacher.
 an amount of information that does not overload the teacher.
 focuses on "what" or "how" (observed behaviour) not "why" (why involves
inference and motives that can bring resentment rather than learning).
 clearly communicated and can be rephrased by the receiver. Easy-tounderstand language is used.
 shared at the end of the observation period.
 provided with opportunities for further discussion.
 provided with clear suggestions about improvement that can be generated by
the teacher based on questions by the observer.
 based on observations, so that any constructive criticism is justifiable.
 an opportunity to learn!
Summary of Pupil Voice Survey
Lesson Element
1&2 combined
%age
LI given at start of lesson
85
53%
Interesting content - grabs attention
128
80%
Lesson content linked to other material already covered
75
47%
Variety of activities used to help you learn content
83
52%
Clear explanations and plenty of questions
118
74%
Praise for good work
81
51%
Bad behaviour addressed quickly by teacher
102
64%
Teacher asks questions that stretch your knowledge
97
61%
Mistakes are properly corrected by teacher
128
80%
Written work is corrected and feedback given
109
68%
ICT used to help deliver lesson
43
27%
Recap of content at end of lesson
68
43%
Homework given to extend learning at home
60
38%
Homework marked and feedback given
97
61%