Peer Observation of Teaching

The University of Sussex recognizes the value and importance of peer observation of teaching as an activity that is both collegial and developmental. It is important both for enhancing the status of teaching and learning and for strengthening quality assurance processes. It is the University's policy that all departments (and interdisciplinary groups) must engage annually in peer observation of teaching.

1. The objectives of peer observation of teaching at Sussex are to:

foster discussion and dissemination of best practice

help ensure that the University is providing a high quality educational experience for its students

encourage all staff to reflect on the effectiveness of their own teaching

enhance the importance attached to the quality of teaching

help inform both personal and departmental staff development planning

identify any weaknesses and put in place an action plan to remedy them

help staff prepare for a periodic or external review

2. The procedures for peer observation of teaching are that:

2.1 Peer observation is organized and managed by departments (or interdisciplinary groups) with a named individual (the head of department or her/his nominee) responsible for the process.

2.2 Each department should engage in peer observation each academic year, and each member of full-time academic faculty is expected to participate at least every other year.

2.3 Other members of teaching staff (part-time staff or associate tutors for example) should be invited to participate in peer observation. At least some staff in these categories should be observed each year.

2.4 The department should ensure that the full range of teaching methods deployed (lecture, seminar, laboratory etc) are sampled during the two-year period.

2.5 Peer observation is a developmental and collegial exercise, and is not to be considered as a part of appraisal or review, although any member of faculty may choose to include evidence from a teaching observation in their own submissions for appraisal or career advancement.

2.6 Training for peer observation will be provided.

2.7 There are a number of well founded peer observation schemes, which have been developed both internally and externally, which a department (or interdisciplinary group) may choose to adopt or adapt. Advice on such schemes is available from the TLDU. Peer observation schemes should, however, always enable the following seven stages of an annual process to be carried out:

Departmental (or interdisciplinary group) planning for peer observation

Observer and observee holding pre-session meeting

Teaching session(s) and report

Observer and observee holding feedback meeting

Production of individual action plans

Departmental (or interdisciplinary group) discussion, summary and group action plan

Staff development (for individual and for department) undertaken and evaluated

2.8 A variety of forms for recording peer observation sessions - including ones developed internally - are available from the TLDU. Departments are encouraged to develop particular versions appropriate to their needs. All peer observation records should include three sections:

Section 1: observation record

Section 2: individual action plan

Section 3: summary to be sent to the peer observation organizer within the department, to inform the group's discussion of teaching and learning

Sections 1 and 2 are confidential to the observer and observee, and remain the property of the observee.

2.9 It is the responsibility of the department's peer observation organizer to ensure that the department or group discusses the results of each year's scheme and identifies developmental issues to be incorporated in departmental staff development plans and/or and discussed with TLDU or the SDU.

2.10 Departments should produce a short report on peer observation. This should be considered concurrently with their annual monitoring reports. The report should confirm that the process has been completed , include numbers of staff observed and identify whether this is consistent with the departmental plan. It should also note any general issues about the process itself; identify both good practice for dissemination and any developmental needs.

2.11 It is the responsibility of the Schools to ensure that this policy is implemented at departmental level and to consider the departmental reports.

3. Supporting materials

3.1 A set of peer observation forms, developed by academic faculty at Sussex follows and can be accessed at:

http://www.sussex.ac.uk/tldu/ideas/profdev/pot

3.2 Further advice and support can be obtained from TLDU.

Approved by APSC on 18 June 2001

Revised by TEQAC on 29 October 2003

Revised by TEQAC on 29 September 2004

Amended February 2011

Guidelines for Good Practice in the Peer Observation of

Learning and Teaching

These guidelines are extracted from the Education LTSN web-site. The full version is

available to download from:

http://www.escalate.ac.uk/exchange/PeerReview/page11.php3#download

They were initially prepared for a seminar series for colleagues working in

departments of education, but the principles laid out are easily adaptable and

appropriate for other disciplinary teaching contexts.

These are not prescriptive guidelines or instructions. Rather, they make a good

starting point for departmental discussions on the best way to carry out, and to obtain

maximum benefit from, the peer observation of teaching exercise. The guidelines are

designed to have general applicability to any department undertaking observation of

learning and teaching, but the particular circumstances and the requirements of

specific subjects will almost certainly mean that there will be variations in practice

between departments and subject areas.

Colleagues in the Teaching and Learning Development Unit also deliver training and

development sessions on making best use of peer observation. These sessions are

most effective when delivered to a single department as part of a group discussion about local practices and intentions.

To arrange a session in your area, please contact Neill Thew, Head of the Teaching

and Learning Development Unit, Mantell.

E-Mail: n.d.thew@sussex.ac.uk

Phone: (67)8533

____________________________________________________________________

The Guidelines and Discussion Questions:

Objectives

* To assist departments in providing a high quality educational

experience for its students

* To enhance the importance attached to quality of teaching

* To encourage all staff to reflect on the effectiveness of their own

teaching and identify their development needs

* To foster discussion and dissemination of best practice

* To increase staff awareness of the whole student experience

* To identify any weaknesses and put in place an action plan to

remedy them

* To help staff prepare for a QAAHE Review

Stages

1. Planning for peer observation of learning and teaching

2. Holding pre-observation meeting

3. Observing learning and teaching - criteria and methods

4. Holding post-observation feedback meeting

5. Individual action plans

6. Departmental summary and departmental action plan

7. Staff development

1. Planning for peer observation of learning and teaching

1.1 Departmental planning

A meeting in which the process is discussed with all staff is essential in order to

address the concerns that staff will have and to make decisions between some

alternative strategies.

Some of the issues that will most likely need to be considered are as follows:

how will staff be grouped to undertake the peer observation (see section

2 below)

will any external observers be required in specialist areas?
will any other peers from outside the department need to be involved?
how will student feed-back be obtained?
what forms of teaching and learning should be included in the process?

1.2 Principles

Some general principles of the scheme as proposed here will also need to be

explained and discussed:

the principle of confidentiality in the feedback to individual staff
he separation of this process from other university processes such as those for
probationary staff, for under performance or promotion, or as part of the
appraisal scheme
the emphasis on development rather than judgement
the involvement of all staff with teaching responsibilities whatever their grade or
status.

1.3 Alternative models for peer observation

Some alternative models that may be considered:

Peer Triads :

Department is divided into groups of threes; all staff in the department

attend a staff development session on observation of teaching; each member of the

group observes the other two members of the group and provides individual feedback;

they meet as a group to identify general/common issues; one member from each

group represents his/her group's views with other group reps; overall report is distilled

from comments and discussion of the reps and discussed/agreed in whole department

meeting.

Pairs with external sampling

Staff are grouped according to subject interest and then divided into pairs. Each

member of a pair observes the other member and an external observer samples

across the group. The group meets with the external observer to agree common

issues which are forwarded to the department.

Internal panel:

A group of selected staff within the department receive staff

development on observation of teaching; each member of the internal panel observes

a selection of staff (and is observed him/herself) and provides individual feedback; the

panel agree general issues and write report.

Mix of internal and external panel:

As above, except that the panel includes some observers from out side the department; these may be drawn from educational development unit if there is one or from external peers.

For example an internal panel may carry out observations of staff within the

department and are themselves observed by the external(s).

When staff are formed into small groups (say triads) for the purposes of peer

observation-. these groups could be:

self-selected

grouped according to cognate subject groupings nominated by head of

department or her/his nominee(s).

There are clearly advantages and disadvantages of each of these methods, and

Departments should decide which method best meets their current needs.

1.4 Observing a variety of teaching and learning activities

1.4.1 Sampling

Any process of this kind involves sampling a range of examples of learning and

teaching across the department and as such the principles which guide any form of

sampling apply. The sample should include, as far as is possible, the full range of

different types of teaching and learning activities undertaken by the department and

not just teacher-led lecturing. The full range of different programmes of study and

across all levels - from level one (or level zero) to taught doctorates - should be

sampled.

1.4.2 Confidentiality

Particular attention will need to be paid to the method of observation that is

appropriate to particular forms of teaching. For example, there may be sensitivities

concerning sampling classes/tutorials that involve some form of counselling, or when

confidentiality is important. It will be necessary in these circumstances to consult fully

with the students and to obtain their agreement for the observer to be present.

1.4.3 Resource-based learning

When the class is working primarily on resource based learning, for example in a

computer lab, the observer will need to move round the class and observe student

activities. In these circumstance it is particularly important to make sure that the

students understand the role of the observer before any individual discussion with

students takes place. It will be appropriate to talk to students about what they are

doing in order to understand the activity being undertaken.

1.4.4 Workshop observation

When students are working for long periods on projects or practical activities, it is

acceptable that the observer should not observe complete sessions. The observer

should sample some teacher-led activities (openings, discussions, explanations etc.)

and also observe student work, It will be appropriate to talk to students about what

they are doing in order to understand the activity being undertaken, providing students

understand the role of the observer.

1.5 Timing

Although it is possible for observation of teaching to be a continuous process which can occur throughout the year, in practice it is often preferable to identify a specific period of say two to three weeks in which the bulk of the observations will occur. This enables more systematic planning of timetables for the observers, organisation of feedback to the department and greater sense of purpose and achievement.

If, however, the process is planned to take place over a longer time scale, there needs

to be a specific target date when all observations will have been completed and

evaluation reports submitted.

1.6 Responsibility

Normally the head of department will have overall responsibility for ensuring that the

process is completed thoroughly and professionally, but a senior staff member can be

given responsibility for the day-to-day organisation of the process. Duties will include:

liaise with educational development unit if there is one
organise meetings
ensure that the sample is adequate
ensure that all staff in the sample are allocated to peer groups/pairs and observed
act as an arbitrator if any difficulties arise
receive evaluation reports from the panel or groups
draw-up the departmental report

2. Pre-observation meeting/discussion

The pre-observation discussion between the observer and colleague whose teaching

is being observed is essential to the success of the whole process.

Try to meet beforehand, but if this is not possible then a telephone conversation or an

e-mail dialogue may be sufficient.

An important function of this meeting is to establish trust, deal with any anxieties felt

by any of the parties, and give reassurance.

The pre-observation discussion should cover the following:

the specific learning objectives for this session (e.g. knowledge and understanding, key (transferable) skills, cognitive skills and subject specific, including practical/professional skills)
the teaching approach to be adopted, anticipated student activities, approximate

time plan for the session

the context of the teaching (room, timetable, the status and history of the student

group, any particular constraints or opportunities)

how the observation is to be conducted (time of arrival and leaving, any focus to

the observation, where you will sit, any specific ways in which data will be

collected)

the time and place of the observation and feedback
the content and its place within the curriculum of the unit and the programme of

study

any potential difficulties or areas of concern
the way in which the students will be informed and incorporated into the

observation

any particular aspects that the tutor wishes to have observed
any particular concerns that either the observer or the observed might have about

undertaking the observation

3. Observing learning and teaching - criteria and methods

3.1 Criteria

The criteria of good teaching should emerge from the critical self-assessment carried

out by the department and agreed by teaching staff. The model of a good tutor can

vary to some considerable extent between different institutions.

Observation should not become a process of checking performance against a checklist

which cannot encompass all the complexities of the teaching situation. The pre-observation meeting between observer and tutor should explore which criteria are

appropriate for the circumstances of the lesson to be observed.

Nevertheless some common features do exist across almost all learning situations

and these can be used to provide feed back. (See University of Sussex standard Peer

Observation Proforma for cue questions.)

Openings and closings:

All sessions should have a clear introduction which indicates the aims and learning

outcomes of the session and time plan. The session should be closed within the

timetable time with some kind of conclusion or summing-up, summary of learning

outcomes achieved and setting of work/reading for students to complete their study

time.

Planning and organisation:

The class begins and ends on time; planned activities

occur within the time allowed; there is evidence of planning of student learning; the

tutor addresses the particular learning outcomes that students are expected to

achieve; these relate to the overall aims and objectives of the unit/course, and these

outcomes are communicated to the students.

Methods/approach:

The approach to organising and stimulating student learning is suitable to achieve the

learning objectives set. The method adopted is justifiable in comparison with

alternative approaches which may be taken. The approach ensures adequate student

participation which is planned and not incidental. The approach is explained to

students and understood by them.

Delivery and Pace:

In a tutor led session: the pace and delivery is appropriate for the students present;

sufficient time is given to explain key concepts; neither too rushed nor too slow.

In student led activities: explanations to students of activities was well paced; sufficient

time was allowed for student activities.

Content:

The tutor demonstrates a good command of the subject being taught; the content is

appropriate to the level being taught and the needs of the students, is up-to-date and

accurate; the tutor is able to respond to students' questions, provides authoritative and

accurate guidance on reading and further study.

Intellectual stimulation: the class is conducted in a constructive learning environment

in which the material of the lesson challenges the students and encourages them to

develop their skills and move beyond their existing levels of understanding.

Student Participation:

Students have opportunities to participate in the learning process in an active way that

promotes their understanding, which gives them an opportunity to ask questions and

relate the material to their own learning development.

Use of appropriate learning resources:

Which learning resources are appropriate depends very much on the topic being

taught examples include texts, video and film, visual material such as posters,

pictures, diagrams, samples, computer based learning packages, multi media

packages. Good teaching does not necessarily involve high tech equipment, more

important is having the right stimulation for learning. The students' own knowledge

and experience is often the most valuable resource.

Use of accommodation and equipment:

Best use is made of the accommodation and equipment available; suitability of the

room/lab/studio for the type of learning activity being undertaken; seating

arrangements are effective; any health and safety issues have been identified and

dealt with.

Overall style and ambience:

Good communication with students: the tutor can be heard and understood clearly;

the tutor communicates an enthusiasm for the subject; is lively and encouraging to

students. Explanations are given at the appropriate level in clear language.

Respect for students' own culture, language and religion: the diversity of the student

body requires staff to be sensitive to the different cultural backgrounds of the students.

Rapport with students: students are encouraged by the tutor, a good relationship

exists with the group and students receive positive feedback.

Acknowledgement of students' special needs:

Where students have special needs

or disabilities the tutor takes these into account and accommodates those needs in

the presentation of material and in his/her response to the students.

Other specific criteria will apply in particular teaching situations. In learning sessions

which are student-led or rely on resource-based learning (e.g. in computer labs) there

will need to be some specific criteria which relate to the objectives of the session.

3.2 Observing learning and teaching

Students need to be incorporated into the observation as a matter of courtesy and

good practice. Students need to be informed about the observation in advance, and

the following information given to them :

the purpose of the observation is to assist in the development of professional skills, and the focus of the observation will be the work of the tutor
the observer will not participate in the session as this changes the focus of the

activity and reduces the observer's capacity to comment on process

& in student-led sessions it may be appropriate for the observer to discuss the

students' work with individual or groups of students

The tutor needs to:

prepare the students for the presence of the observer
& settle the learning group with the observer present
identify if, in any part of the session, the observer will talk to students
work effectively with the learning group, ignoring the presence of the observer
incorporate the comments of the students in relation to the usefulness of the

session (this could be a short discussion; feedback on most/least useful aspects of session; short questionnaire or comments on paper to be collected - process to be agreed with observer)

The observer needs to:

be discreet and diplomatic in the learning group
sit where they are not in the overt line of vision for the tutor or the group, but at the same time they need to be able to see both the tutor and the group
take brief notes when necessary, and ensure that these notes relate to the

enabling of learning rather than the content of the session

carefully observe the methodologies employed, the responses and interactive

processes used, the ability of the tutor to effectively achieve their aims, and the

areas of successful and less-successful achievement in the session

the observer needs to be able to share with the tutor a reflective feedback process at the end of the session

The observer is not to participate in the session as this changes the focus of the

activity and reduces the capacity to comment on process

4. Post-observation feedback meeting

As soon as practically possible after the class has been observed, and at most within

a week, the observer should meet with the tutor to provide confidential feedback. This

is essential to the success of the process and must be handled sensitively.

In such a meeting there is a joint responsibility to keep the feedback focused and

constructive, and to emphasise that the role of the observer is not to be a judge,

supervisor or superior, but rather to encourage reflection on the lesson observed. To

this end the observer needs to be aware of the tone of voice, language and body

language, to ensure that the feedback is not perceived as confrontational or

judgmental. On the other hand, real issues where they are perceived to exist must be

raised and not avoided for the sake of a quiet life.

Good feedback will :

allow the tutor to describe the class and' say how they felt the lesson went before

the observer makes any further comment. The tutor might reflect on whether the

observation process had affected the session in any way, for example, in his/her

behaviour or that of the students

positively state what the observer considers the tutor to have done with skill,

insight, competence, etc. The observer will provide evidence or instances of any

claims made

identify what did not appear to be so successful, or any areas in which some

difficulties were observed. Again it is important that specific instances are cited as

evidence for any comment about what did not go so well. Rather provide the

opportunity to discuss the issues raised.

not apportion blame, but provide adequate opportunity to discuss any matters of

concern to the tutor about the lesson or about the observation process

& provides an opportunity to identify constructive solutions to any agreed

difficulties, including sources of professional development and support

focus on particular issues rather than allow generalised description or evaluation.

5. Individual Action Plans

Where there are substantial weaknesses observed, it is possible to use an action plan

to identify any follow-up actions needed and a date when a further observation may be

undertaken. Whether this can be made to work depends a good deal on the culture of

the department and the institution.

6. Department Summary and action plan

It is helpful to find a way of summarising the outcomes of the process to inform future

staff development and provide evidence that the process has taken place and is

embedded in the department's procedures.

It is essential to acknowledge that any process of observing teaching involves

sampling from a much longer and more complex process - namely the students'

learning experience with the department. Only a small part of this process (i.e.

teaching and learning activities within contact hours) is amenable to observation and

only a small number of instances of teaching will be observed. For this reason alone it

is necessary to be cautious about judging the teaching standards of the department.

Any summary report will therefore need to be written in general terms, giving a

descriptive account of the sessions observed and an indication of the strengths and

examples of good practice observed, and some 'points for consideration'. This latter

section will suggest any issues that the team of observers believe, on the limited basis

of the classes observed, the department should reflect on and consider whether there

are indeed grounds for development in relation to these issues.

No individual lecturers should be named in the report and there should be every effort

to phrase the report in a way which does not enable individual lecturers to be

identified.

7. Staff development

As a result of the process of observing teaching and producing the Departmental

Action Plan, clear staff development targets should be set in consultation with the

Head of the Department or School and the Staff and Teaching & Learning

Development Units. It is essential to identify who will undertake, or assist in, the

delivery or the facilitation of the staff development; to identify S.M.A.R.T. (specific /

measurable / attractive / realistic / timebound) goals, and to be clear how the impact

and effectiveness of the developmental activities will be monitored and evaluated.

Peer Review of Teaching and Learning

Part 1

Observation Notes

This pro forma is designed to help you undertake observation of peers and may be used in a variety of teaching and learning sessions

Pre-observation meeting/discussion

Note here the information you gathered from the pre-observation meeting.

.....................................................................................................................................

The Session being observed

Observer

.................................

Member of Staff

.................................

Subject

.................................

Course Unit / Module

.................................

Length of Session

.................................

Observation Time

.................................

Level/Year

.................................

Mode (FT/PT)

.................................

Number of students at session

.................................

Type of activity (e.g. lecture, seminar, tutorial)

.................................

Title of Topic

.................................

Introduction

Were the objectives of the session made clear to the class?

Were the anticipated learning outcomes for the session identified?

Did the class begin on time? Was the structure of the session clear?

.....................................................................................................................................

Summative comments

1. Planning and Organisation

Did the tutor relate the session to previous sessions and set it in the overall context of the unit/module?

Did s/he set out the structure of the session at the start?

Did the session appear to be well-planned and organised?

.....................................................................................................................................

2. Methods/Approach

Were the methods/approach taken suitable to achieve the learning objectives set?

Were explanations clear to students?

Were the examples and analogies appropriate?

What alternative approaches could have been taken?

.....................................................................................................................................

3. Delivery and Pace

Did the pace and delivery seem appropriate for the students present?

Were any aspects, in your view, dealt with too briefly/with too much elaboration?

Did the session seem rushed/too drawn out?

Was there variation of activity?

.....................................................................................................................................

4. Content

Where you feel qualified to make comment, did the content seem accurate, up-to-date?

Were the explanations clear to the students?

Was the session pitched at the appropriate level for the students present?

Were the key points emphasised? Were the key points summarised in conclusion?

.....................................................................................................................................

5. Student Participation

Were students invited to participate?

How was participation managed? Did it appear to be carefully planned?

Did participation enable the tutor to check the students' understanding of the material/approach?

How did the tutor deal with student responses?

.....................................................................................................................................

6. Use of Learning Resources

Were OHTs used? Were they professionally produced and free from error? Were they clearly produced and in a suitable font size?

Were other resources used (e.g. slides, video)?

Did the students get handouts? Were they well-produced?

Did the resources contribute to the session or detract from it?

.....................................................................................................................................

7. Use of Accommodation

Was the accommodation suitable for the session?

Were the seating arrangements appropriate?

Did there appear to be any Health & Safety issues?

.....................................................................................................................................

8. Overall Style & Ambience

Did the tutor appear confident in delivery? Did s/he convey enthusiasm? Was s/he clear and audible?

Did the session seem to "go well"? Was there good rapport with the students?

Were the students attentive/bored? Did they seem to "engage with the session"?

Did the tutor have good presentation skills?

Was there good eye contact with students?

Did the tutor seem sensitive to the "mood" of the students?

.....................................................................................................................................

9. Summary

Summarise the main points that you wish to feed back to the teacher. Identify key strengths and highlight areas which need attention.

.....................................................................................................................................

Peer Review of Teaching and Learning

Part 2

Post-Observation Evaluation

(This form is confidential to the observer and tutor and should be retained by the person observed only)

Name: ...........................................................................................................................

Observer: .....................................................................................................................................

Date: ......................

Strengths to build on:

.....................................................................................................................................

Agreed areas for possible future development:

.....................................................................................................................................

Peer Review of Teaching and Learning

Part 3

Agreed Areas for Report

1. Examples of Good Practice

.....................................................................................................................................

2. Areas for development

.....................................................................................................................................

3. Health & Safety Issues, Accommodation, Space (etc)

.....................................................................................................................................

Academic Office

Peer Observation of Teaching

Peer Review of Teaching and Learning

Part 1

Observation Notes

Post-Observation Evaluation