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The Griffith PRO-Teaching Project

Steve Drew Christopher Klopper

Sharing Ideas to Develop Capabilities

AEL Group• What are we talking about?

– Embedding developmental forms of peer observation of teaching

Steve Drew Christopher Klopper

Your colleagues said:What aspects of the peer review of teaching process do you think worked well?• Getting immediate feedback from peers• Great opportunity to discuss performance• Learning through observing peers• Supporting documentation

What did you take away from your experience with PRO-Teaching?• People really do enjoy my lectures !!!• Useful techniques to improve my teaching• Encouragement and support from peers• Valuable student engagement initiatives

Steve Drew Christopher Klopper

Activity – Time to Observe!• What do you think worked well?• What do you think didn’t work well?• What do you think could be done

differently/be changed?

Steve Drew Christopher Klopper

What is PRO-Teaching about?• Peer observation of teaching as a

supplement to student evaluation• Developmental & supportive collaboration

NOT summative evaluation• Different observation models to suit different

academic needs• Embedding quality processes and creating a

supportive culture of academic development

Steve Drew Christopher Klopper

_\|/_The Griffith PRO-Teaching

ProjectSharing Ideas to Develop Capabilities

Data cloud #4 – Students’ evaluations of teaching &

learning outcome tests from observed sessions

Data cloud #2 – Discipline peer’s observations of

teaching

Data cloud #3 – L&T expert (external) peer’s

observations of teaching

Data cloud #1 – Teacher’s self-assessment –

reflections on teaching in observed sessions

Find a peer from your discipline

and attend an experiential

workshop on peer-

observation

FirstObservation

SecondObservation

Reports & analysis of evidence

Group Debrief:

Ideas #2 & feedback #2

Briefing | Observation | Debriefing

Briefing | Observation | Debriefing

Group

Debrief:

Ideas #1 &

feedback

#1

Observer

Briefin

g:

Learning

objectives

#2

Observer Briefing:

Learning objectives #1

OverviewThe Griffith PRO-Teaching project uses a developmental form of peer observation (review) of teaching that creates a collaborative and supportive atmosphere for staff to discuss and share ideas around teaching practice.

Using a structured approach, data is collected from a range of sources to build evidence of teaching quality that may complement or contrast with the standard Student Evaluation of Teaching (SET) questionnaires that are currently the major determinant of teaching quality.

Triangulated Data Sources

At each observation session SETs and student learning outcomes (minute tests) are collected for that particular session.

The staff member being observed first relates their own reflections on that session. Then, observation notes from a discipline based observer and an L&T expert observer provide two diverse peer perspectives.

Multiple perspectives provide a triangulated data set from which validated evidence can be built.

Chat and ChangeThe part that all staff love is the chat at the end of each observation session where reflection is validated, strengths are recognized, and ideas for development are discussed and agreed. Staff use peer feedback to guide changes to practice in the following sessions.

Outcomes and OutputsEvidence is collated and presented in a comprehensive report with a range of supporting documents.

All data belongs to academics involved and nothing is shared beyond the observation triad (The process has ethics approval ).

Staff have used evidence from the project to support applications for promotion, job applications, Griffith Awards for Excellence in Teaching, ALTC Awards, and potentially to complement evidence for confirmation of appointment.

ImpactIn 3 semesters, 75 academics have taken part in100 observations; 32 from Science, Engineering or Technology disciplines. Most had never engaged in peer observation before. All relate positive outcomes and offer constructive feedback.

Rest here

with Peer Review and Observation of Teaching

Start here

Why it is good to take part• Advanced teacher

– Evidence for grants, awards, promotions; service

• Discipline focused academic– Evidence for staff review, communities of

teaching practice, development ideas

• Would like mentor assistance– Ideas on design, increasing course and teaching

effectiveness, help to address student issues

Steve Drew Christopher Klopper

Hard evidenceAs an outcome of a 2 year, level 2 GGLT project to develop PRO-Teaching within SEET 2010-2011 more than 70% of staff undertaking peer observations showed improvements in their SETs and SECs in the courses involved.

Is this something that your school would like to invest in?

Steve Drew Christopher Klopper

Activity – Time to Debrief!• What worked?• What didn’t?• What would you do differently?

Steve Drew Christopher Klopper

How to get involved and who to contact• Create a dyad with a trusted colleague• Work out what course(s) and times you

would like to open classes to observers• Send an email to your local PRO-Teaching

Administrator, Kirsty Mallitt k.mallitt@griffith.edu.au

• We will organize a training session and get you started

Steve Drew Christopher Klopper