Evidence demonstrates that being organised in arrangements for approach to Peer Observation within Programme and/or Department teams positively impacts experience and outcomes.
Plan a Peer Observation Planning Meeting into the annual schedule when preparing for new academic year to take place before teaching commences, and a Review Peer Observation Meeting at the end of each academic year.
In the POT Planning Meeting, together,
In the Review POT Meeting,
Taking time to discuss and reflect on Peer Observation of Teaching in advance of the observation enables observee and observer together to facilitate a positive, useful, collegiate experience.
Evidence demonstrates the positive effects of meeting together (in person or online) in advance of the session to be observed, and in contrast with, for example, only communicating by email or meeting just before the session takes place.
A pre-observation meeting gives space and time to reflect, discuss practice related to the session to be observed, and ease any worries, all in good time. You are working as peers and partners but the person being observed may still feel vulnerable. Giving time in the pre-observation meeting to share any worries or concerns and identify what might help will be supportive.
For instance, you can share whether you have previously experienced peer observations, either as observer or observed. What worked well, what did you helpful – and what did not work or created a barrier to the desired aims and approach of POT? What would you do differently? If you have not experienced Peer Observation of Teaching before, do you have any concerns, and ideas about what would help to allay them?
Being observed
Observer
Reflection on teaching “involves the reconstruction of one’s experiences: the honest acceptance and analysis of feedback; the evaluation of one’s skills, attitudes and knowledge; and the identification and exploration of new possibilities for professional action” (Bell, 2001:31). This is the same for observee and observer.
To facilitate this reflection on teaching, evidence demonstrates the positive impact of meeting together (in person or online) to reflect on the observation after it has taken place, in contrast to only sending the recording pro forma to the observe, for example.
That said, the observer sending their reflection on the session (recording pro forma Section B) to the other in advance of meeting helps to facilitate preparation. It gives time for both observer and observe to consider how they will engage in the post-observation professional dialogue such that they foster the collegiate, reflective and developmental aims of POT. Emphasis here is on ‘peer’, the coming together of equals with shared curiosity to discuss teaching and learning in Higher Education through the vehicle of the session observed and enjoy their learning that comes from that.
Discussion will be non-judgemental - the practice not the person – with a focus on ways forward and what has been learnt by both of you, based on:
The person who has been observed may still feel vulnerable. Giving space so that they reflect on the observed session and their practice first in the discussion will help to set pace and their sense of agency. Taking an appreciative inquiry approach, a ‘positive and hopeful view of what is happening and turning that into a pattern for learning, design, and development’ (Macpherson, 2015:1) supports a collegiate and effective experience. Adapting appreciative inquiry questions for POT can support the post-observation process. See Suggested resources to develop POT practice in ‘References and Resources’ and in particular resource 3. For example, the ‘discovery’ phase of appreciative inquiry encourages facilitative questions, such as, ‘what did you feel proud about’; ‘what made this session different/important/stand out’; ‘what enabled it to go well?’; ‘reflecting on it now, what was the most important thing that you learned?’ (Cooperrider & Whitney, 2005).
As the post observation meeting progresses, gauging what the observee can handle or absorb so they do not become overwhelmed can assist in the positive experience and outcome.
Both observer and observee identify and share their practice development reflection in the form of an action plan during the concluding stage of the post observation meeting. The following table supports this part of the discussion (adding rows as needed) and can be transferred into the recording pro forma Section C. Sometimes further individual reflection is needed prior to finalising Section C.