A Guide to Peer Observation of Learning and Teaching

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Introduction

It is the Universitys expectation that all academic staff who are involved with teaching and facilitating student learning will engage annually with Peer Observation of Learning and Teaching (POLT). The UK Professional Standards Framework (UKPSF appendix 1) underpins a sector wide approach to ensuring the quality of teaching and learning. It states that Higher Education Teaching staff are expected to have a commitment to

continuing professional development and evaluation of their pedagogic practice. A key objective of the YSJ Learning, Teaching and Assessment strategy is to provide high quality, research-informed teaching. Both of these objectives can be achieved in part by a commitment to engage in regular review of pedagogic practices through POLT.

A Guide to Peer Observation of Learning and Teaching

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What is POLT?

At York St John University POLT is viewed as a collaborative non-judgemental process involving two or more peers who mutually benefit from the dialogue that takes place. Teaching is used in its broadest sense to encompass the design of curricula and the planning of assessment as well as all activities that happen in the classroom. It also includes pedagogic activities that make use of the virtual learning environment. The variety of our pedagogic practice requires a flexible approach to its observation and review, as much learning (both staff and student) happens in different spaces other than the traditional classroom setting.

It is anticipated that staff will work reciprocally in pairs when engaging in POLT. A reciprocal approach means

that each person takes his or her turn in observing and subsequently facilitating a dialogue about the area of pedagogic practice identified for observation and review. The intention is that within this dialogue questions are asked to stimulate reflection and discussion, and where appropriate, to provide each other with feedback. It is important to remember it is not just a one way process, often those who are observing learn just as much as the staff member who is being observed. Our process does not exclude the role of a developmental model of peer supported review, particularly for staff new to teaching. In a developmental model peers work together, but one is more experienced than the other and the intention is to develop the lesser experienced individuals teaching practice.

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How does it relate to issues of poor performance?

The remit of POLT does not include observations or reviews that are triggered by poor performance. In such circumstances separate processes would be initiated through in the Universitys

capability procedure.

What does the evidence suggest is the value of POLT?

Peer observation of teaching as a quality enhancement and review process was first adopted by HEIs in the 1990s and was driven by the Teaching Quality Assessment methodology (QAA subject review 1997). In more recent times the QAA (2005) has been seen to continue to encourage the development of peer observation schemes. The Browne review (2010) and the Higher Education White Paper (2011) have highlighted a renewed emphasis on the quality of the student experience and peer observation is one way that we can demonstrate that we are reflecting on the quality of our teaching, learning and assessment practices.

A review of the literature suggests there are numerous benefits to peer observation of teaching including: increased teacher confidence, greater collegiality, encourages debate and dissemination of best practice: and improves teacher interactions with students (Marshall 2004, Bell and Mladenovic 2008). In their own study, Bell and Mladenovic (2008) found that tutors responses were in the majority, positive, with most intending to change their practice as a result of engaging in

peer observation. In our own institution, evidence from the Faculty of Arts Senior Teaching Fellow Project, has shown that staff have engaged with this refreshed approach in a positive manner, and are increasingly seeking partners outside of their own subject area prompting interesting reflections on practice. A distinct advantage of connecting individuals across discipline boundaries is that it provides opportunities to focus more on the student experience, teaching and delivery than the appropriateness of content of the session (Marshall 2004).

It is recognised, however, that the ability to attribute student success to the quality of one individuals teaching practice is fraught with difficulty due to the complexity of interactions our students have within a university (McMahon et al 2007). Therefore our POLT scheme is part of our overall staff development strategy which aims to ensure that individuals are engaging in, and learning from, a range of professional development activities.

The intention of this document is to set out key principles and provide a flexible guide that can be interpreted by staff for their particular context and needs.

Staff with professional student support roles are also encouraged to consider how engaging in POLT will help them to review their own practice, as it relates to their engagement in student activities.

This refreshed process promotes POLT as a quality enhancement activity and reflects the drive of York St John University to achieve exceptional teaching and learning.

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Our POLT process is underpinned by guiding principles drawn from work across the sector to develop schemes designed to increase staff engagement in the process (Gosling and Mason OConnor 2009).

Professional autonomy

Self -evaluative and reflective

Developmental

Collaborative

Constructive

Dialogic

Scholarly

Consistent with good professional practice

Manageable in terms of time

The control of the observation process belongs to the individual staff member being observed

The object of the observation is to stimulate a more reflective and scholarly approach to teaching

It is a developmental process designed to support peer learning amongst colleagues

The process requires colleagues to work together collaboratively on the basis of mutual trust and support

POLT should improve professional practice and enhance student learning

Talking about teaching promotes reflection on ones practice

Uses available pedagogic evidence

It reflects how professionals learn

In order to make it part of regular on-going practice the process has to be manageable and not add to the staff burden. It should therefore be factored into the non-teaching aspect of work load planing.

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What is expected of staff in relation to the POLT Process?

It is expected that you will participate in a minimum of one POLT round per academic year. Each round will require two to three meetings as described below. The meeting structure is anticipated to be flexible and the number may depend on the context and focus of the peer observation and review.

How exactly does POLT work?

You choose your own observer. Its a good idea to choose different people to observe you, each time you engage in POLT, so that you can benefit from the wide ranging discussions that you might have with different colleagues. Remember it can be valuable to select a colleague who is outside of your own subject area. Many of the Teaching Fellows are willing to participate in peer observation across Faculty.

Can more than two of us engage in a POLT round together?

Yes, if it is appropriate for the context of the pedagogic practice you wish to observe and review, more than 2 members of staff can participate in a POLT round together, as long as you ensure that you follow the same format as described below and that a reflective dialogue takes place.

You decide what the focus of the observation will be.

It should be remembered that the observation and the dialogue that follows are personal, and can be focused on a variety of teaching, learning or assessment practices. Here are just a few examples

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Observing an innovative teaching strategy you are trying out in the classroom Reflecting on and discussing your assessment strategies for a module or programme. This may include reviewing how you have constructively aligned assessment to content and learning outcomes; how well your formative assessment processes worked; how your students have engaged with feedback processes; the use and effectiveness of innovative assessment or feedback methods Resolving a problem. This might include how best to deliver a topic online with the most appropriate tools or how to manage a particular assessment challenge Reviewing the content and aims of a Moodle module. This may include discussing your rationale for the design used and exploring

underpinning e pedagogy; considering how students are or are not engaging with the module online; reviewing how successful online discussions have been; or how the use of video and audio and other technology enhanced teaching tools are incorporated Reviewing PDP activities for your students across a programme of study, how this links to work based learning activities and future employability Reflecting on plans for a new programme of study and ideas for a learning, teaching and assessment strategy; how this links to the universities new learning teaching and assessment strategy and how this might translate into your module activities.

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What happens in the meetings?

Meeting 1: Your first meeting may either be face to face or electronic and its purpose is to discuss what the focus of your observation and post observation dialogue will be. Evidence from the Faculty of Arts Senior Teaching Fellow project, suggests it is important that context is established, and that your observer understands how the event being observed relates to other learning opportunities within the module. It may be helpful to share with your observer what the particular learning outcomes for the session are. You will also need to agree the practical arrangements for the observation, when, where and how long it will take. This is your opportunity to discuss with your colleague what aspects you would like them to concentrate on in the observation and what sort of feedback you would like. You may want to agree the use of a prompt form, examples can be found in appendix 2. These can be adapted for other pedagogic practices, as you feel are appropriate, or you may want to develop your own. Remember this document is for your own personal use and it is not necessary to share this, other than with each other. You should also use meeting one to plan your post observation review meeting and dialogue.

Meeting 2: The second meeting is the observation. Where this is not a classroom observation, the second meeting may take the form of a demonstration, to your colleague, of your

Moodle module; a presentation about the rationale for a particular curriculum design for a programme, or your reasons for particular programmes assessment strategies etc.

Meeting 3: This may take place immediately following the observed session. This is the opportunity for both parties to reflect on the observation and discuss what took place. It is important to consider possible underpinning theoretical and subject or pedagogic research influences and identify if further scholarly investigation might add to the discussions. You may jointly agree on a number of aspects from this dialogue that you have learnt about together that could be reported in the POLT form (appendix 3). This can usefully highlight areas of good pedagogic practice that might be shared more widely. If there are any developmental needs arising from the process you must agree, if and how those needs will be fed back to your Head of Subject. After the dialogue the form in appendix 3, should be completed and sent to your Faculty identified POLT co-ordinator (this may be your Head of Subject).

What are the reporting mechanisms?

Essentially POLT is a confidential process that occurs between you and your observer and therefore the only expectation is that you confirm that you have engaged in it, using the form in appendix 3.

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The minimum information you must provide for the POLT co-ordinator is the date, location and nature of observation session and the name of the observer, thereby recording that the observation took place.

Each Faculty or Subject group will have a POLT co-ordinator who will maintain a record of the members of staff who have participated. You are encouraged to discuss your POLT experience within your PDR interview and use this as evidence of your good pedagogic practice or to agree a personal development need. The minimum requirement at your PDR is that you confirm you have engaged in the process.

What will the co-ordinators do?

The co-ordinators will report to the Deputy Dean how many members of staff have completed a POLT round in an academic year. They will also share an anonymous summary of areas of good practice and development needs from the peer observations they oversee.

What will Deputy Deans do?

Deputy Deans will ensure that an annual report on Faculty engagement with POLT is fed into the appropriate University annual evaluative processes.

References

Bell, A. and Mladenovic, R. (2008) The benefits of peer observation of teaching for tutor development. Higher Education, 55, 735752Browne, J. (2010). Securing a Sustainable Future for Higher Education www.independent.gov.uk/browne-reportGosling, D. and Mason OConnor, K. (2009) Beyond the Peer Observation of Teaching, SEDA Paper 124Marshall, B. (2004) Learning from the Academy: From Peer Observation of Teaching to Peer Enhancement of Learning and Teaching. Journal of Adult Theological Education, 1, (2), 185-204McMahon, T. Barrett, T. and ONeill, G. (2007) Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12, (4), 499-511Quality Assurance Agency (2005) Outcomes from Institutional Audit Staff Support and Development ArrangementsQuality Assurance Agency (1997) Subject Review Handbook October 1998 to September 2000. Gloucester

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Appendix 1

What is the UKPSF?The UK Professional Standards Framework provides a general description of the main dimensions of the roles of teaching and supporting learning within the HE environment. It has two components:1. The descriptors:These are a set of statements outlining the key characteristics of someone performing four broad categories of typical learning and teaching support roles within higher education.2. The dimensions of practice:These are a set of statements outlining the:

Areas of Activity undertaken by teachers and supporters of learning within HE Design and plan learning activities and/or programmes of study Teach and/or support learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core Knowledge that is needed to carry out those activities at the appropriate level The subject material Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

How students learn, both generally and within their subject/ disciplinary area(s) The use and value of appropriate learning technologies Methods for evaluating the effectiveness of teaching The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional Values that someone performing these activities should embrace and exemplify Respect individual learners and diverse learning communities Promote participation in higher education and equality of opportunity for learners Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development Acknowledge the wider context in which higher education operates recognising the implications for professional practice

http://www.heacademy.ac.uk/assets/documents/ukpsf/framework-guidance-1.pdf

http://www.heacademy.ac.uk/ukpsf#whatisframework

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Appendix 2

Prompts Form for use in a classroom peer observation session (please adapt to suit individual needs)

Prompts

Planning and organisation of the session

Methods and approach

Delivery and Pace

Student participation and engagement in learning

Use of environment

Aspects you would like to discuss post observation

To be completed by the observer at the session

Prompts

Organisation and layout of the Moodle module

Rationale for the approach (e-pedagogy)

Use of specific technology tools

Student participation online and engagement in learning

e-submission and e-marking processes

Aspects you would like to discuss post observation

To be completed by the observer at the session

Form for use in the observation of a module within Moodle

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Form for use in the observation of an assessment strategy

Prompts

Rationale for use of assessment approach

Constructive alignment with learning outcomes and content

Use of formative assessment to enhance student learning

Student participation in understanding criteria etcfeedback quality and timeliness

Aspects you would like to discuss post observation

To be completed by the observer at the session

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Names

Peer Supported Review of Teaching and Learning or Talking about Teaching

Appendix 3

Context 1

Context 2

Signatures

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Shared Reflections/ Outcomes/ staff Development needs

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