LSSU Faculty Center for Teaching Friday, October 3, 2014
Classroom Visits for Peer Evaluation
Slide 2
From the Faculty Agreement Faculty being evaluated select one
peer by October 10 Supervisors select a second peer and notify the
faculty member being evaluated by October 15 The supervisor and two
faculty peers may visit no more than twice per semester for each
faculty member that is being evaluated Efforts should be made to
consolidate the visits in order to minimize classroom
disruption.
Slide 3
From the Faculty Agreement After meeting with the faculty
member, the supervisor or peer shall give two days notice prior to
the visit The classroom visits should occur between the 3 rd and 12
th week of the semester (September 9 through November 18) Results
from visits should be given the faculty member in writing within 5
days. Discussion of the visit should occur within another 10 days
The Instructional Setting Evaluation Form (C9) must be used
Slide 4
Instructional Setting Evaluation Form (C9) page 1
Slide 5
Instructional Setting Evaluation Form (C9) page 2
Slide 6
Making Peer Evaluation Meaningful
Slide 7
What we don't want: The process to feel judgmental To feel
lectured at For this to be a wasted opportunity
Slide 8
Setting A Focus Without a focus that I care about, peer
evaluation has the potential to be everything we don't want. It
might drive you crazy that the students all have their cell phones
out and check text messages and so you make that the focus of the
observation, but maybe it doesnt bother me. This is all based in
the idea that in order to change, I need to be ready for the change
and willing to address that issue.
Slide 9
Setting A Focus Examples: Relates this class to previous
classes Am I doing a good job of making broad connections so
students see the big picture? The observer might jot down what you
say to connect ideas during the lesson. Provides appropriate pacing
of content Am I going too fast or too slow for students? The
observer might focus on individual students for 5 minutes each and
note the reactions of the student that might indicate pacing
appropriateness.
Slide 10
Focus Continued Encourages participation; gives appropriate
responses How do I invite students to participate and how do I
respond to them? The observer can jot down each interaction both
what you say to get students to interact and how you respond to
them during the interaction. Are the students engaged? Do I move
around the room enough to engage all students? The observer can
chart your movements. Is there evidence of learning? I provide
opportunity for think, pair, share do my students use that
opportunity to process ideas and learn or is it social time? The
observer can listen in. What do you want to know about your
teaching and how your teaching is impacting student learning?
Slide 11
Pre-Observation Meeting The faculty member being observed needs
to drive this conversation. Explain what the class is, what you
want to be the focus of the observation, and why.
Slide 12
Our Pre-Observation Meeting
Slide 13
The Observation Take data you might sketch out the room layout
and track the professor or you might jot down things that are said
or you might time elements of the lesson, etc. Don't miss what is
going on in class to fill out check list. The data related to the
focus is more important than the checklist.
Slide 14
The Observation
Slide 15
Post-Observation Conference Best if this happens immediately
after or at least the same day as the observation Discuss the data
and observations collaboratively You might also discuss the check
list and fill it out together
Slide 16
Our Post-Observation Conference
Slide 17
What if the data was not good news? The mock post conference
below shows how an evaluator might share data about a poor
lesson.