Exploring the Benefits of Peer
Sharing Through Observation
Denise Stewart
Cradle Conference
University of Wolverhampton
17 June 2015
Welcome
• Training and Organisational Development
Manager, Bolton College, since 2008
• Passionate about driving upwards the
standard of teaching, learning and assessment
for the benefit of learners
Aim
To share approaches made by Bolton College in
introducing ‘Take a Chance on Change’ (TACOC)
supported experiment project, and peer sharing
through observation
Objectives
By the end of the presentation you will be able to:
• Identify the key components of a successful peer
sharing partnership
• Define the purpose and outcomes of peer
sharing/observation
• Identify methods of evaluating the impact of peer
sharing/observation
Background and Rationale
In 2011 the College introduced a supported
experiment project – ‘Take a Chance on Change’
(TACOC) - to drive up retention, achievement and
success through inspirational teaching and learning
in the classroom. The project was based on Geoff
Petty’s research into active learning in the
classroom.
Planning the Project
• The college began working closely with Joanne
Miles in 2010
• Trained 26 teachers/advanced practitioners in
developing coaching skills to support their
curriculum teams. (12 peers maximum in
each team)
• All curriculum areas involved.
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Planning the Project
Project management training for Quality team
Branding/marketing
Engage staff from the start -communicate with
teams
Teams encouraged to identify an area needing
development and introduce an innovative way
of engaging learners to produce a positive
outcome.
Planning the Project
• Each team led by their coach (who teaches in
the curriculum area)
• Coaches reported to Training Manager
• Annual cross college calendar of meeting
dates and events
• Paper-light – termly reporting
Guidelines for staff:
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Project to run for academic year
All teachers to take part
The team agree on an aspect of learning that needs development
Design and introduce something innovative in the classroom to
address an aspect of development
Share resources, share experiences, visit peers in the classroom
If something isn’t working, make changes to supported experiment, if
needed, but keep going – learn from what doesn’t work
Termly reports gathered by coaches - check progress
College wide Sharing Good Practice event
Quote from a teacher:
• “It’s important to think out of the box and try
new things … with reassurance that there is
support from coach and colleagues. Just
because something has always worked in
class, doesn’t mean that is the only way.”
Success of the Project
• ‘Take a Chance on Change’ (TACOC) launched
in September 2011.
• Very successful – teachers continue to try
something new each year.
Continuing success of the ‘Take a Chance on Change’
(TACOC) supported experiment project
• Contributed to culture change among teachers
• Teachers willing to work together and share good
practice
• TACOC project seen as a real strength in our Higher
Education Review
• Seen as a valuable contributory factor in ‘Good’
Teaching and Learning grade by Ofsted in March 2015.
Peer Sharing through Observation
• Introduced in 2013/14 as a natural development
of teams sharing good practice, based on
research by Dr Matt O’Leary.
• Buy-in from teachers
• Building trust and respect between colleagues
• Focus – ‘What good practice have I seen that I
can adapt and use in my teaching’
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Definition of Peer Observation
A reciprocal model of observation
A means of enhancing pedagogic practice
through reflective dialogue
Forms part of teachers’ CPD
Ultimately leading to improvements in quality
of teaching and learning.
• (O’Leary M, 2014, p120)
Key components of a successful peer
observation partnership;
Networking activity 1
Spend a few minutes in pairs or small groups to
identify what you think are the key components
of a successful peer observation partnership.
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Key components of a successful peer observation
partnership;
Trust
Respect
Commitment
Common understanding
Identification of individual needs
Emphasis on reciprocal learning
Mutual support
An equal sharing of power
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(Tilstone, 1998, quoted in O’Leary M, 2014, p121)
Peer Sharing through Observation
• In 2014/15 developed reciprocal peer
observations between unconnected
curriculum areas, ie Catering and Construction
• Observations carried out within a set
timeframe, ie 6 weeks Oct-Nov
• Again, looked at good practice that could be
adapted.
Networking activity 2
Using the handout in your pack, in small groups
discuss what you would consider to be the key
purposes and outcomes of peer observation.
Key purposes and outcomes of peer
observation
Key Purposes
• To stimulate professional dialogue and critical
reflection on practice
• To create reciprocal opportunities for the
exchange of ideas and/or good practice
among colleagues
Key purposes (continued)
• To develop teachers’ knowledge base and
skills set
• To act as a key learning tool in the
development of NQTs
• To act as a support mechanism for teachers
who are in need of guidance on specific
aspects of practice
Outcomes of models of peer observation
Outcomes
• The creation of a network or community of
critically reflective practitioners
• The development of a culture of collaboration
and sharing of ideas and resources among
practitioners
• A team of teachers with updated knowledge
and skills.
Outcomes (continued)
• Well prepared and competent NQTs
• Improvement in the classroom competence of
practitioners.
• O’Leary M (2014) Classroom Observation – A Guide to the Effective
Observation of Teaching and Learning. Oxford: Routledge
Peer Sharing through Observation
Networking activity 3
• Evaluating the impact of peer observation.
• What methods could we use?
Peer Sharing through Observation
The way forward
1) Staff have requested a move to peer
observation where a teacher identifies an aspect
of teaching where they recognise their own
need for development, and arrange to partner
themselves with a teacher who demonstrates
that skill. Based on Reflective Practitioner
research carried out by Matt O’Leary.
Another possible way forward
• 2) Teacher videos their own teaching session
to self reflect on their teaching performance.
• As a result, teacher introduces changes in the
classroom, and re-videos their session.
• Teacher chooses if and when to share and
discuss video with colleague(s).
Another possible way forward (continued)
• Once confidence and trust is established,
teachers could post videos of their good
practice using the college online sharing site,
creating a huge resource of good practice that
can be viewed by any teacher.
Thank you
Any questions?