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The Griffith PRO-Teaching Project
Sharing Ideas to
Develop Capabilities
Steve Drew
Christopher Klopper
Health Group
• What are we talking about?
– Embedding developmental forms of peer
observation of teaching
Steve Drew
Christopher Klopper
Your colleagues said:
What aspects of the peer review of teaching process do you
think worked well?
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The relaxed and informal process.
Getting to meet other academics
Observing colleagues teaching
The constructive feedback
What did you take away from your experience with PROTeaching?
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That I am actually a good teacher !!!
How I can improve my teaching
Meeting other academics
Observing colleagues teaching and seeing what the student sees
Steve Drew
Christopher Klopper
Activity – Time to Observe!
• What do you think worked well?
• What do you think didn’t work well?
• What do you think could be done
differently/be changed?
Steve Drew
Christopher Klopper
What is PRO-Teaching about?
• Peer observation of teaching as a
supplement to student evaluation
• Developmental & supportive collaboration
NOT summative evaluation
• Different observation models to suit different
academic needs
• Embedding quality processes and creating a
supportive culture of academic development
Steve Drew
Christopher Klopper
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The Griffith PRO-Teaching Project
Overview
withIdeas
Peer Review
Observation of Teaching
Sharing
toandDevelop
Capabilities
The Griffith PRO-Teaching
project uses a developmental
form of peer observation
(review) of teaching that
creates a collaborative and
supportive atmosphere for staff
to discuss and share ideas
around teaching practice.
Using a structured approach,
data is collected from a range
of sources to build evidence of
teaching quality that may
complement or contrast with
the standard Student
Evaluation of Teaching (SET)
questionnaires that are
currently the major
determinant of teaching
quality.
Triangulated Data Sources
At each observation session
SETs and student learning
outcomes (minute tests) are
Briefing
Multiple perspectives provide a
triangulated data set from
which validated evidence can
be built.
Observation
Start
here
Find a peer
from your
discipline
and attend an
experiential
workshop on
peerobservation
Data cloud #1 – Teacher’s
self-assessment –
reflections on teaching in
observed
sessions
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Observation
Debriefing
Data cloud #2 – Discipline
peer’s observations of
teaching
Outcomes and Outputs
Evidence is collated and presented
in a comprehensive report with a
range of supporting documents.
All data belongs to academics
involved and nothing is shared
beyond the observation triad (The
process has ethics approval ).
Second
Observation
Data cloud #4 – Students’
evaluations of teaching &
learning outcome tests from
observed sessions
Data cloud #3 – L&T expert
(external) peer’s
observations of teaching
Briefing
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Reports &
analysis of
evidence
First
Observation
collected for that particular
session.
The staff member being
observed first relates their own
reflections on that session.
Then, observation notes from a
discipline based observer and
an L&T expert observer provide
two diverse peer perspectives.
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Debriefing
Chat and Change
The part that all staff love is the
chat at the end of each
observation session where
reflection is validated, strengths
are recognized, and ideas for
development are discussed and
agreed. Staff use peer feedback to
guide changes to practice in the
following sessions.
Staff have used evidence from the
project to support applications for
promotion, job applications,
Griffith Awards for Excellence in
Teaching, ALTC Awards, and
potentially to complement
evidence for confirmation of
appointment.
Impact
Rest
here
In 3 semesters, 75 academics have
taken part in100 observations; 32
from Science, Engineering or
Technology disciplines. Most had
never engaged in peer
observation before. All relate
positive outcomes and offer
constructive feedback.
Why it is good to take part
• Advanced teacher
– Evidence for grants, awards, promotions; service
• Discipline focused academic
– Evidence for staff review, communities of
teaching practice, development ideas
• Would like mentor assistance
– Ideas on design, increasing course and teaching
effectiveness, help to address student issues
Steve Drew
Christopher Klopper
Hard evidence
As an outcome of a 2 year, level 2 GGLT
project to develop PRO-Teaching within SEET
2010-2011 more than 70% of staff undertaking
peer observations showed improvements in
their SETs and SECs in the courses involved.
Is this something that your school would like to
invest in?
Steve Drew
Christopher Klopper
Activity – Time to Debrief!
• What worked?
• What didn’t?
• What would you do differently?
Steve Drew
Christopher Klopper
How to get involved and who
to contact
• Create a dyad with a trusted colleague
• Work out what course(s) and times you
would like to open classes to observers
• Send an email to your local PRO-Teaching
Administrator, Debbie Amsler
• We will organize a training session and get
you started
Steve Drew
Christopher Klopper