Peer Academic Observation

1 Introduction.

This document sets out the general framework within which peer observation at APIIT will be operated It is based on the Peer Observation model practiced at Staffordshire University

Observation is based on a reflective, development model - discussion of the class(es) is not part of the appraisal system; performance-related pay; probationary period or any other management issue unless the person observed wishes to disclose evidence from the observation. At appraisal the appraiser may ask whether the person has either been observed or been an observer. However, disclosure of any of the outcomes of the observation will be solely at the discretion of the person being observed.2.Values

There is tremendous potential for observation to be used as a methodology to promote self-knowledge and personal development for the lecturer. They will be able to get new perspectives on their work and possibly become more confident and self-aware.

Students will be likely to benefit, because they will see that APIIT values and takes note of teaching quality in the classroom. This will be enhanced particularly if the observation process is combined with student feedback, so that students feel their views are noted.3.Features Of The Model Adopted

The model involves

an explicit developmental component insofar as the system is designed as part of an ongoing process involving the self evaluation and further development of staff teaching and support for student learning and

a strong peer dimension in that all staff take on the roles of 'observer' and 'observed.' Benefits accrue to both in that the focus is on the sharing and encouragement of good practice in the support of student learning.

4Organization

The actual implementation of peer observation (PO) will take place in academic groups

and usually within the staff clusters identified.

Each Academic group has a Group Leader who will ensure that the process is being organized effectively and, for example, to identify any commonalities in terms of issues raised and follow-up required (e.g. identification of training needs)

Ideally, Peer Observation Group will consist of three people (trios). Clearly, there will be situations when staff numbers will mean duos and quartets will be necessary - these should be seen as exceptional cases. Within each group it would be sensible for one individual to act as a facilitator for that group. (in terms of taking the lead in producing a timetable of observations etc.)

Academic Groups can select from the following models:

The No Choice Model Group Leader will assign people to groups

The Blind Choice Model - Group Leader picks names randomly to form trios (or quartets)

The Free Choice Model - individuals choose their own trios and give appropriate information to Group Leader before beginning of academic year.

Of course, the membership of trios can (and should) change, and the same model need not be used each year.

Form D should be filled in by each trio to record the observations carried out during the year.

The organization of observation within a trio will involve one observer and one observee in cyclical rotation: A(B(C(A.

5.Process

(i)Preparation for Observation

Initially, each trio should meet so as to establish a supportive and non-judgmental atmosphere, to confirm confidentiality within each group, to ensure that observation should cover all classes not just lectures and to establish other ground rules as appropriate.

Prior to each class observation the observer(s) should meet briefly with the 'observee' to identify what the 'observee' would like to focus on and to discuss the overall objectives of the activity and to determine how students are intended to learn from it.

(ii)Observation and Feedback

During the observation sessions observers should use one of the standard proformas. Form A is the current general purpose one used by the QAA (with minor modifications). Form B is designed specifically for lectures.

Form C is a self evaluation check list for the observee which would be useful for the feed back session.

The benefits of feedback are two-way. The receiver of the feedback benefits, because they receive close supportive critical attention on their teaching from colleagues. They can then review the feedback, and decide how to use it. The giver of the feedback benefits through paying close critical attention to someone else's teaching, asking themselves questions about it. Inevitably, the person giving the feedback will also think about how the teaching they have observed might relate to their own - what was good that they could learn from, what was less good that they should avoid?

Feedback should take place within 48 hours.

(iii)Self Evaluation

The purpose of self evaluation is to ensure that PO is taking place and that individual feedback and associated action points are fed back into the overall process of enhancing the quality of learning and teaching at divisional and school level. To enable this to happen the following structure will be adopted.

At the end of 3 months each trio will ensure that (a) Section 1 of Form D is completed and (b) that an appraisal of the PO process in that group is made, this should include a summary of the main issues arising from the feedback sessions and associated action points (Section 2). In addition this should also record evidence of good practice.

All Form Ds will be forwarded to the Group Leader who will summarise the reports from the individual trios and in particular highlight areas of good practice and areas where staff development could be helpful.

Twice a year the Group Leader will arrange an Academic Group meeting to consider the experience and to share the learning experience. In particular the meeting will consider any feedback which can be to the benefit of others within the Group

Acknowledgements

This document is based on the guidelines devised by Steve Wyn Williams for the School of Sciences at Staffordshire University

FORM A: OBSERVATION NOTE

Observer: Observed:

Date:

Academic intake:

Module Name: Level/Year:

Mode FT/PT: No of Students: Type of Activity: (Lecture, CAL etc): Lecture

Topic: What are the issues the 'observee' would like addressed?Please comment on strengths and weaknesses in relation to the learning objectives.

Prompts

Strengths

Weaknesses

Clarity of objectives

Planning and organization Methods and approach

Delivery and pace

Content (currency, accuracy,

Relevance, use of examples, level

match to student needs)

Use of accommodation and

learning resources

Student participation

Summarize the session's overall quality in relation to the intended learning objectives:

Feedback comments and action points:FORM B: CHECKLIST FOR OBSERVING A LECTURE

Lecturer:

Date:

Module:Please ( the relevant boxes below:YesNoDetails

1. VENUE

Was the venue adequate - in terms of (eg. seating, lighting, ventilation, audio facilities, sightlines ?) If not, could the lecturer have done more to help make the venue congenial?

2. CONTENT

Was adequate information available to the students about the lecture course as a whole? Were sufficient links drawn between this and previous lectures/other parts of the course/text books/study materials?

3. STRUCTURE

Was the lecture material well-organized, so that the students could follow the structure and sequence adopted? Were key points clearly signposted?

4. LEVEL

Was the lecture pitched at a level the students could cope with? Was any provision made for those who experienced difficulties?

5. CLARITY

Was the lecture clearly presented? Were the explanations given readily understood by the students?

6. USE OF EXAMPLES

Were the examples of illustrations used whenever helpful to students in grasping key points? Did the examples used engage with students' knowledge and interests?

7. HANDOUTS AND OTHER

MATERIALS

Did the lecturer make appropriate use of handouts or other study materials? If so, were these helpful to the students in summarizing, amplifying or reinforcing the lecturer material?

8. AUDIO-VISUAL AIDS

Were audio-visual aids used wherever needed in conveying the subject matter? Were the aids successful in aiding students' understanding?

9. AUDIBILITY

Could the lecture be clearly heard, even by students at the back and sides of the lecture theatre?

YESNODetails

10. PACE AND TIMING

Was the lecture material presented at an appropriate speed? Did the lecturer keep to time?

11. ENTHUSIASM & INTEREST

Did the lecturer present the material in a lively and enthusiastic way? Had students' interest in the subject material been sustained or enhanced?

12. INTERACTION

Had the lecturer found scope for interacting with students - eg. by giving opportunities for questions or comments, or by drawing upon students' interests, concerns or experiences.

FORM C: SELF EVALUATION CHECKLIST

(Adapted from Gibbs et al, '53 Ways to Appraise your Teacher', cited in Sally Brown et al, op cit)

Please ( the relevant boxes below:

How Well Did ?Very WellWellNot Very WellPoor

1. Link this session to other sessions

2. Introduction this session

3. Make the aims clear to students

4. Move clearly from stage to stage

5. Emphasize the key points

6. Summarize the session

7. Maintain an appropriate pace

8. Capture student interest

9. Maintain student interest

10. Handle problems of inattention

11. Ask questions

12. Handle student questions and responses

13. Plan and direct student tasks

14. Monitor student activity

15. Cope with the range of ability

16. Cope with age range

17. Use AV aids to augment my session

18. Make contact with all class members

19. Cope with individual difficulties

20. Keep the material relevant

21. Use my voice

22. Make use of appropriate body movements

23. Check on student learning

24. Motivate students

25. Convey my enthusiasm

26. Provide a model of good practice

FORM D: TO BE COMPLETED FOR EACH TRIO

SECTION 1:Record of Peer Observation Sessions

DatePerson ObservedSession DetailsObservers

SECTION 2:Appraisal of the Peer Observation process including a summary of the main issues arising from feedback sessions and associated action points, and any transferable lessons for the Academic Group