Transcript A presentation for workshop introduction

The Griffith PROTeaching Project
A Process for Peer Review and
Observation of Teaching
PRO-Teaching
• Meaning #1: Peer Review and
Observation of Teaching
• Meaning #2: “For” Teaching
Research Question
• How can peer review and observation
of teaching be used to improve
excellence of teaching at GU?
• Research ethics documents:
– (I-1) Guidelines for Peer Review
– (E-2) Academic informed consent
– (S-1) Student informed consent & survey
PRO-Teaching Design and
Development
• Documentation has been designed to
capture evidence of scholarship and of
development of teaching
• It is important that all project documents
are completed so there can be valid
evidence to assess the process!
• Electronic copies of documents are
available at:
– http://www.cit.griffith.edu.au/~s960928/PROTeaching/
PRO-Teaching Process
• Attend a workshop on the process –
informational, experiential
• Form a triad with 2 discipline staff & 1
external L&T reviewer (ask Janine for help with triad formation)
• Timetable two sessions of observation for
each being observed
• Have about two weeks between successive
observations gives time to report and plan
Observation Process (1)
• Observee completes ‘Observer
Briefing of Class Objectives’ form
– Forwards to Observers (together with
any relevant teaching material).
– Forwards to PRO-Teaching office
(Janine) for report generation
• (If needed) Triad meets 15-20 min
before class for observer briefing
– Objectives, activities, points of interest,
development focus
Observation Process (2)
• Observee calls for student participants in
SET&LO survey for that activity
– Do not say that it is to assess the teacher – you
might say: “getting colleague’s ideas on course
design for later discussion”
– 2 forms:
• (E-4) Call for Students Participants
• (S-1) Student Survey Consent & Student
Responses on Teaching and Learning
Observation Process (3)
• Observers find a position in class where they
can observe teacher and students, and take
notes about:
– Things that work and things that don’t,
– Student reaction and engagement,
– Structure, objectives, technology, pedagogy,
communication, discipline mastery
• Observers complete ‘Peer Review
/Observation’ Sheet (O-1)
– consider ‘observable dimensions’
Observation Process (4)
• Observee/Observer collects student surveys
• Observee completes the ‘Observee
Reflection Sheet’ (T-2) considering how they
think they went.
– What worked, what didn’t work, & what would you
change?
– Reflection should take place before any feedback
from the observers has been given
Observation Process (5)
• Triad meets for debriefing as soon as
possible after observation (same day):
• First Observee joins Observers; and the
Observee reflects 1st
• Then Observer led discussion that is
supportive and positive of teacher’s
strengths
• Rather than offering criticism directly –
– “why did you choose that particular approach?”
– “have you considered...?”
Important advice
• Do not go ahead with an observation
if all members of the triad cannot be
present – ethical considerations
– Call it off and reschedule
• Always get student surveys otherwise
important data will be missing from
your report
For fast communication &
feedback
• Use electronic version of forms from
project website (see final slide)
• Send all documents in electronic
form to PRO-Teaching (Janine)
• Please send observer briefing
document (T-1) to Janine at least 2
days before observed class
Giving Effective Feedback
• Always start with good points to develop
positive aspects
• Collaborate with teacher to develop things
that may not have worked well or could have
been improved
• The best teacher has things that might be
improved or tried out so always agree on a list
of items that will be implemented in next
observation session
• Finish by emphasising good aspects
Observation Reports
• After each observation session:
– Observers might complete individual
observation reports on an observation
sheet (O-1) or
– may collaborate to complete a combined
report that agrees on what was observed
under each dimension of good teaching
– Then send individual reports and/or
combined reports to PRO-Teaching team
for collation and reporting back to
observee
Send to PRO-Teaching
• For each observation session send
–
–
–
–
–
(T-1) Observer briefing sheet
(S-1) Student surveys (completed)
(O-1) Observation reports
(T-2) Observee reflection report
(T-3) Observee response to feedback (optional)
• Critical that ALL forms are returned so that
comprehensive final report can be compiled
• After last observation complete
– (F-1) Peer Review of Teaching Process Evaluation
Receive from PRO-Teaching
• Combined observation reports
• Collated student evaluation and learning
outcome data – after each observation
session (.xls)
• Comprehensive final report with
– Comparative analysis of student data
– Comparative analysis of observation data
– Analysis of constructive alignment – student learning
outcomes (S-1) compared with lesson objectives (T-1)
– List of strengths & development ideas discussed
– Certificate of participation in scholarly activity
Using evidence
• Rather than just mining the report
for supporting data, Deans, HoS and
panels for awards, grants, &
promotion need to receive the entire
report
Information & Resources
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Griffith PRO-Teaching Project
Sharing Ideas To Develop Capabilities
Sponsored by Griffith Institute for Higher
Education
Dr Steve Drew
Academic Fellow - GIHE (5552 7088)
Senior Lecturer - School of ICT (5552 7076)
Ms Janine Masters
Project Administration – GIHE (5552 7274)