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Preparation for Peer Observation of Teaching
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For more information ...
Bond UniversityQuality, Teaching, and LearningFoundations of Learning and Teaching (FULT)
61 7 5595 5691
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Peer Observation Partnerships – How do they work?PlanMeet and DiscussTeachIndividual ReflectionMeet and DiscussWritten FeedbackChange Roles
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What kind of Partnership?
Two peopleGroupCoordinatorExperienced
colleagueFilm
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Who to choose…
Identify colleagues who are willing to be involved and whom you trust to be a ‘critical friend’
(Handal, 1992)
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What do you want to achieve?General feedback Investigate a ‘problem’Share ideasDiscover what others are
doingEvaluate effectivenessArticulate philosophyDevelop a teaching portfolioCreate an open, collegial
approach in your departmentTest a teaching resource or
method
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The Observation•Observee•Observer•Students
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Post-Observation Discussions• Be prepared• Reflect first• Listen and ask• Give feedback• Be specific• Examples• Avoid judging• Positive Conclusion• Follow up
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Critical Reflection
•What kind of person are you?
•Revisit your teaching philosophy
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Critical Reflection
The Kolb Process•Concrete observation•Problem definition•Means-end analysis•Implications•Active experimentation
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How will you know the Peer Observation Partnership was effective …Positive outcomes relate to personal
skills and attributes, and the ability to give and receive critical feedback ~ critique.
Means for ongoingProfessional Development.
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Stocking your libraryBell, M. (2005). Peer observation partnerships in higher education. Higher
Education Research and Development Society of Australasia (HERDSA).Bernstein, D., Burnett, A. N., Goodburn, A. & Savory, P. (2006). Making
teaching and learning visible: Course portfolios and the peer review of teaching. Massachusetts: Anker Publishing Company, Inc.
Blackwell, R. (1996). Peer observation of teaching & staff development. Higher education quarterly, 50, 156-171.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International journal of higher education, 19, 117-129.
Handal, G. (1999). Consulting using critical friends. New directions for teaching and learning, 79, Fall, 59-70.
McMahon, T., Barrett, T. & O’Neill, 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, 499-511.
