1. Appraising your teaching:
peer and direct observation
Jackie Gresham and Clare Milsom
Academic Enhancement Unit

2. Overall Aims of the Session
To explore the role of observation in the development of professional
practice
Outcomes
By the end of the session course members should be able to:
1. appraise the role of observation in the evaluation of teaching
effectiveness
2. identify some of the advantages of observation
3. recognise potential issues relating to observation and minimise
difficulties
4. discuss different aspects of observation e.g. staff
development, quality management and how to balance these
5. give and receive feedback on a teaching session

3. Schedule
0930 – 0945: Setting the context [CM]
0945 – 1015: Programme requirements of observation [CM]
1030 – 1115: Experiences, challenges and aspects of observation [JG]
1115 – 1145: Giving and receiving feedback [JG]
1145 – 1200: Creating a critical discourse [CM]
Board of Study 31st October 1200 to 1300
Annual Monitoring Report
Little light lunch.
Course reps please?

4. Non –instruction biases in student evaluations of teaching
Course Tutor
Student
Plus: Power relationship : revenge, protection, suppression

5. Effective teaching observation
“We close the classroom door and experience pedagogical solitude whereas in
our life as scholars we are members of active communities…(where we) exchange
our findings, and methods and our excuses”. (Shulman, 1993:6)
‘those who will be evaluated should feel that they have more to gain than loose
formative benefits more likely to be realised in a constructive and collegial
climate’ (Ackerman et al. 2009)
‘The camaraderie and collegiality developed through shared experiences is not to
be underestimated in what can at times be an individual and somewhat isolating
teaching journey’ (Atkinson and Bolt 2010)
‘...we need to provide the climate and opportunity to talk about teaching’
(Donnelly 2007, 127)

6. “the power of peer observation resides in its developmental and collegial
orientation and its exposure of colleagues to affirmation, constructive criticism, and
the experience of how others teach differently” (Marshall 2004, 187)
“The benefits of sharing practice and engaging in critical discourse with peers had a
dramatic effect on perceptions of ‘lecturing’ within our institution – to the real
benefit of the learners placed in our care. A principled and values-based approach to
‘professional conversation’ pays real dividends driving up standards within a
community of practice.”
Symon Quy, NTF, Central School of Speech and Drama

7. Models of Peer Observation of Teaching (from Gosling 2002)
Characteristic Evaluation Developmental Peer review
Who? Senior staff Expert teachers Colleagues
Critical discourse and
Performance, QA, Competency, teaching
Purpose self reflection,
PDPR, assessment improvement
collegiality
Outcome Pass/fail Pass / fail action Analysis, experience
Status Authority Expert diagnosis Shared perception
Relationship Power Expertise Mutuality
Conditions Teaching is valued and
Management process Effective central unit
for success discussed

8. Programme requirements
Module Observation Evidence
7001/2PCLTHE Experienced WBS Brief personal notes:
colleague: as Structure of the session
observer T & L methods
p.13 Student participation
What you have learned
Peer: as observer Pre-observation meeting notes
p.14 Completed forms 1a, 1b, 1c [Bb 7001PCLTHE]
Peer: being Pre-observation meeting notes
observed p.15 Completed forms 1a, 1b, 1c [Bb 7001PCLTHE]
7003PCLTHE Criteria-based: Form 1a
being observed Completed teaching observation criteria [Bb
by a Trained 7003PCLTHE]
Faculty Observer Critical evaluation, 1000 words
p.10-12 Action plan

9. 7003PCLTHE: Observation of Practice in the Higher Education
Stage 1: Agree observation date(s) You must be observed by a
trained faculty observer –
list on Bb 7003PCLTHE
Stage 2: Being observed Stage 3: Formal feedback
Criteria not fully met: there are
Criteria fully met
three observation opportunities
Stage 4: Critical evaluation
and action plan

10. Teaching Observation Criteria
Scales (notes attached)
Preparation: DDA/SENDA Support for disabled students
Structure and organisation
Content
Interaction
Delivery and process
Pace and timing
Level
Learning resources
Audibility
Enthusiasm and interest

11. Quick activity
Read through the teaching observation criteria
If you have any queries ask colleagues on your table.
If no one can answer – ask another table
If no one can send to TEXTWALL
Today we will be using ‘Textwall’
10 minutes total
To send a message
Start a text with ljcbm
And send to 07537 402 400
This will cost you the same as any UK text

12. 15 mins break

13. You have recently been observed by a colleague. All went well
and you received some constructive feedback. You have since sat
in on one of his lectures and are due to meet him tomorrow to
discuss the session. Your colleague has mentioned in passing that
he was very pleased with the session, which concerns you as you
are struggling to find positive things to say when you meet. In
particular, you noticed that the students were clearly bored and
disengaged, sending text messages, yawning etc. One student
was asleep. There were a great many Powerpoint slides, mostly
text, which your colleague read from. His delivery was
monotonous and you thought he covered a great deal of ground
without checking understanding.
How will you deal with the feedback?

14. You recently sat in on a colleague’s seminar. The students were lively
and engaged but undisciplined, and your colleague struggled to keep
the session on track. She had told you what the planned outcomes
were beforehand but she could not achieve them because the
students took control and led the seminar into other areas. A lot of
the planned work could therefore not be completed but she remarked
to you at the end of the session that she would ‘pick it up next time’.
Your colleague has very decided views on the role of staff as
facilitators of learning, but you think she simply let them do what they
wanted.
What do you think is the best way to approach the feedback with her?

15. You have recently been observed by a very experienced colleague in
your Faculty. To your dismay, although he was very nice to you in the
feedback meeting, you realised that he thought the seminar he
observed was weak, although you thought it went reasonably well. He
seemed to you to have a couple of ‘hobbyhorses’ which he kept
coming back to in the feedback, one being the round-up at the end of
the seminar which he thought was ‘woolly’ and the other being your
tendency to say ‘OK’ too often. Neither of these seems to you to be
significant issues although you understand why he thought the last
part of the seminar was unsatisfactory. You’d asked him prior to the
observation to look at how you engaged the quieter students in the
group, but when you asked him about that he quickly brought the
discussion back to the ‘OK’ issue. You’re worried that this may affect
the way your teaching is perceived.
What should you do about it?

16. Your School has decided to focus on lecturing in observations this
year. You would really prefer to have another aspect of your
teaching observed – small group teaching for example. You aren’t
worried about your lectures – quite the contrary – but you think
that from a developmental perspective you would benefit far more
from being able to choose what is observed.
How should you approach this with your proposed observer?

17. You opted to bring a camera into your classroom and record your
lesson and then to discuss the recording with your observer. This
was agreed between you without any problem but now you have
viewed the recording you really don’t want the observer to see it;
you think there are too many things you are unhappy with and
would do better another time. Your observer is pushing you to go
ahead as planned, saying that the whole point of the observation is
to give you the chance to reflect on your practice and learn from
any ‘mistakes’. You don’t agree; you’ve learnt from it already and
don’t need a discussion about things that you will probably feel
embarrassed about.
How should you deal with this?

18. Observation for developmental purposes
‘Observation of teaching aims to develop and enhance effective
practice and to provide a springboard for further development
through shared reflection and in some cases through action
research.’ (p.226)
‘.. it is an opportunity to validate what is working well, to exchange
practical ideas, to solve problems and to explore and align practice
with a developing understanding of theory, as well as to learn from
the practice of others. It is an opportunity to gain confidence and
competence.’ (p.227)
Fullerton, H. (2003) Observation of teaching. In Fry, H. et al.
Handbook for learning and teaching in higher education. 2nd edition.
London, Kogan Page.

19. Observation for quality review and enhancement purposes
Common reasons given for using observation for these purposes:
 It enables an overview of teaching in the HEI to be obtained
 It enables good practice to be identified with a view to dissemination
 It enables good teaching to be recognised and (possibly) rewarded
 It enables weak teaching to be identified and staff to be supported to
improve
 It provides triangulation with other evaluative procedures, e.g.
student satisfaction surveys, module and programme appraisals
 It demonstrates to students that the quality of the teaching they
receive is monitored/ considered important
 It provides evidence to external agencies e.g. QAA that teaching is
‘quality assured’
 It forms part of an HEI’s approach to performance management of
academic staff

20. Models of Peer Observation of Teaching (from Gosling 2002)
Characteristic Evaluation Developmental Peer review
Who? Senior staff Expert teachers Colleagues
Critical discourse and
Performance, QA, Competency, teaching
Purpose self reflection,
PDPR, assessment improvement
collegiality
Outcome Pass/fail Pass / fail action Analysis, experience
Status Authority Expert diagnosis Shared perception
Relationship Power Expertise Mutuality
Conditions Teaching is valued and
Management process Effective central unit
for success discussed

21. Programme requirements
Module Observation
7001/2PCLTHE Experienced WBS colleague: 1. What is needed to create a
as observer critical discourse that arises from
peer observation
Peer: as observer
2. What is needed to create a
Peer: being observed critical discourse that arises from
criteria-based observation
7003PCLTHE Criteria-based: being
observed Highlight the differences
LJMU Learning and Teaching Framework 2011-12: observation of teaching (developmental)

22. Critical discourse: needs
Themes
Personal points:
 have you given yourself sufficient time to
prepare?
 you personally comfortable with the
are
actual content of the session?
 you personally comfortable with the
are
environment in which this session is
taking place?
 you have already been through this
if
process, or had a coaching session,
have you decided on a key area of
improvement you‟ll be taking steps to
change this session, and decided how you‟ll
proceed?

23. Seeking feedback – the one minute method…
The most important thing I have learnt from the workshop is ….
yellow
This would have been a better workshop if…..
pink
The most useful part of today has been…..
green

24. References:
Ackerman D., Gross B., Vigneron F. (2009) Peer Observation Reports and Student Evaluations of Teaching:
Who Are the Experts? The Alberta Journal of Educational Research, 55(1), 18-39.
Atkinson D.J., Bolt S. (2010) Using Teaching Observations to Reflect Upon and Improve Teaching Practice in
Higher Education, Journal of the Scholarship of Teaching and Learning , 10(3), 1-19.
Byrne J., Brown H. and Challen D. (2010) Peer development as an alternative to peer observation: a tool to
enhance professional development. International Journal for Academic Development, 15, (3), 215-228.
Donnelly, R. (2007) Perceived Impact of Peer Observation of Teaching in Higher Education International
Journal of Teaching and Learning in Higher Education 19(2), 117-129
Marshall, B. (2004). Learning from the Academy: From peer observation of teaching to peer enhancement
of learning and teaching. The Journal of Adult Theological Education, 1(2), 185-204.
Shortland S. (2010) Feedback within peer observation: continuing professional development and unexpected
consequences. Innovations in Education and Teaching International , 47 (3), 295-304.