The Griffith PRO-Teaching 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/PRO-

Teaching/

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

                   _\|/_ Griffith PRO-Teaching ProjectSharing Ideas To Develop CapabilitiesSponsored by Griffith Institute for Higher EducationDr Steve DrewAcademic Fellow - GIHE (5552 7088)Senior Lecturer - School of ICT (5552 7076)

Ms Janine Masters Project Administration – GIHE (5552 7274)