Peer Observation of Instruction

Robert Breitenbach Clark Germann Mark Potter Tara Tull All members of the

FETF have had opportunities to weigh in.

Our process: SPS working group,

fall 2009 and spring 2010

Piloting of peer observation for formative purposes, spring 2009 and fall 2010

Development of recommendations, fall 2010

Peer Observations as Currently Practiced (Seldin form)

Not returning reliable data for summative decision-making.

Not providing formative feedback that is valued by instructors.

Perceived as a burden.

FETF Approach to Peer Obs Fewer peer observations with better results. One complete peer observation per semester

in years 2, 3, 4, and 5. Pre-observation conference 2 in-class observations of at least 75 minutes each Post-observation conference

Observations over and above these (including in year 1) can be exclusively for formative purposes.

Narrative evaluation form Training

Still to be resolved… What role will evaluation of content play

in peer observations? Who will do the observations? From

within or across departments? How will the summative and formative

purposes be integrated? What will be the precise format of the

instrument? How will peer observation of online

courses proceed?

Proposed instrument 4 sections on two pages. Picture each section taking up roughly a

half page. Instrument includes “markers” of

effective instructional design and instructional development.

Not all markers of effective instruction will be present in any single class session.

Pre-observation conferenceDate: _______________

Objectives: To obtain contextual information about the course, instructor and students. The observer may request a copy of the syllabus.Questions that may guide the pre-observation conference include: What are the goals for the class that I will observe? What are your plans for achieving these goals? What will be the content that students are expected to

master? What teaching/learning activities will take place? What have students been asked to do in preparation for this

class? Will this class be typical of your teaching style? What would you like me to focus on during the observation? Are there other things that I should be aware of prior to the

observation? Logistics: Confirm time and place, where the observer should

sit, whether the observer is expected to interact or not, etc.

Instructional Design: The framework for how students interact with course material

Some markers of effective instructional design may be: Are learning objectives

communicated to students? Is the instructor’s role that of

facilitator/coach? Are clear expectations set for

students? Does the instructor use a variety of

instructional approaches? Do students have the opportunity

to engage in active learning? Are there opportunities for peer-to-

peer learning? Do students have the opportunity

to make meaningful connections between their own experience and the content they are learning?

COMMENTS

Instructional Delivery: The human interactions that establish conditions for learning

Some markers of effective instructional delivery may be: Are students engaged, for example in

responding to questions, asking their own questions, participating in groups, etc.?

Does the instructor display enthusiasm for the subject?

Is the instructor approachable, friendly, caring, or interested in students’ lives?

Does the instructor communicate clearly to students?

Is the instructor organized and prepared?

Does the instructor model the learning process for students?

COMMENTS

SUMMATIVE COMMENTS