Peer observation as a tool for professional development for university

teachers

Pedamessut – Pedagogical seminar 18.5.2011

Matti Lappalainen, TY, ok.utu.fiTove Forslund, ÅA, www.abo.fi/personal/en/larcentret, www.abo.fi/personal/en/kurskatalog

• “Peer observation of teaching” (PoT)

• “Collegial feedback”

• “Shadowing”

• Different meanings for “peer” (Gosling):– managers, – members of evaluating bodies, – Colleagues from other institutions– Colleagues from own department– Or other peers…

3 models of POT

- evaluation model– for promotion– for performance related pay/salary– by managers

• developmental model– for development– by educational developers or expert teachers

• peer review model– for development– by teachers themselves, they observe each other

The characteristics of peer observationThe phases of POT

- pre-observation: guidelines

- observation

- after: discussion

Integration to other forms of development- independent development method or- a part of a professional development

programme

• ”Skuggning” / ”Shadowing”– Informal, but structured

• registration by a given deadline• teachers taking part are divided into pairs

– as heterogenous pairs as possible > form not content in foucs

• group evaluation (lunch seminar)• the observers’ role

– Pariticipants’ feedback• Learn even more from observing than from being observed

– Teaching tips

• Reflective discussion about teaching in general• Quality management – on the teachers’ own terms

– Participants suggestions• Listed on the web: ”smörgåsbord” of teaching sessions that you

could take part in

Experiences at Åbo Akademi

Training of observers

Instructions- structured - own wishes of the observed teacher

Observers- from other domain - from own department - educational developers?=> implications of the background of the observer to the process and the focus of observation?

Participants– on voluntary basis (if not a part of a professional

development programme)The nature of the process: different possibilities– one-sided – mutual process: “You observe my teaching and I

yours”– a pair or a group, which visits each others

teaching and have a group discussion afterwards

– other options?

Atmosphere– constructive, – development oriented, – supportative, – informal

Frequency– once– twice– more?

Benefits of the POT (eg. Lappalainen 2003)

For observed teachers - feedback for developmentFor observer - reflection of own practicesFor both - modeling: how to use feedback

- in their own teaching - in professional development in own

departmentFor organization

- “Development for free” - An alternative for the model of solo-teacher, teacher in isolation

=> institutional learning

What kind of a model of peer observation would you like to take part in?

•Would you be interested in this kind of professional development? (Why? Why not?)• As a part of a ”system” or just on your own together with a colleague?•(As part of a training programme or independently?)• Observers: from own department, outside, other experts?• How often?• How to promote, how to take in use?• What kind of difficulties, threats?• Other comments and questions?

References:Gosling, D. 2002. Models of Peer Observation of Teachinghttp://www.heacademy.ac.uk/resources/detail/

resource_database/id200_Models_of_Peer_Observation_of_Teaching

Hammersley-Fletcher, L. and Orsmond, P. 2004. Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education, 29, 4, 489-503.

Lappalainen, M. 2003. Asiat selviksi KolPaKolla. Yliopistopedagoginen tiedotuslehti Peda-forum, 1/2003, 30.

Robinson, S. 2010. Peer observation of teaching: Barriers to successful implementation. Occasional Papers on Learning and Teaching at University of South Australia.www.unisa.edu.au/ltu/staff/progress/activities/occasional/.../Robinson.pdf