In this post we discuss peer teaching observations that are done by a peer in or outside of your department focusing on pedagogy and the classroom environment. We discuss why we began engaging in peer observation, how we do it, and provide some tips for getting started.
Why We Engage in Peer Observation
One goal we share is to ensure that our teaching doesn’t get stale, both for ourselves and our students. So, we use peer observation as a way to gauge the successes (or failures) of new ways of presenting content, new assessments, and new course design. We’ve found that a peer providing critique on a lesson gives us more insight than just us reflecting on our own. Additionally, peer observation provides us a low-stakes way to get feedback on pedagogy and curriculum design outside of student evaluations of teaching. While student feedback can be very helpful, we’ve both had our fair share of less than helpful student evaluations. So, we look to our peers and each other to provide more constructive classroom feedback. We still engage in student feedback, including mid-semester evaluations, but we like to get also get more specific insights from other folks who teach.
What we love about peer observation is that it’s helpful for both the observer and the observed. We learn a lot about our own teaching by watching someone else in the classroom and then talking about our practice. For example, observing how other instructors engage students in course material can help us make decisions about our own classrooms and pedagogical techniques.
Our Peer Observation Process
We follow a process for peer observation outlined by Martin and Double in their 1998 article, which is to have a pre-meeting, observation, and post-meeting. Before the pre-meeting the person being observed completes the Peer Observation Form summarizing the goals for student learning, and what they’d like the observer to focus on during the class. These are discussed at the pre-meeting to ensure both people are on the same page. During the observation the Peer Observation Form is used by the observer to takes notes. The post-meeting is used to debrief the observation and to collaboratively think through changes and course improvements.
Altogether the peer observation process takes approximately three hours from start to finish. Not too bad considering the benefits to you and your students!
A detailed description of the process can be found online along with the Peer Observation Form (and an online course observation form), which can be modified for your needs.
Getting “Good Data”
A good way to approach peer observation is to focus on personal improvement, rather than an evaluation of your teaching skill. So ultimately, the data that you get from the observation is as good as you think it is. Is it actionable? Has it provided you something to seriously consider in your teaching practice? Then it’s good! To get the most of your observation experience you want to be specific and clear about what you want observed. The peer observation sheet you fill out before the pre-meeting will ensure that the observer is focusing on specific things and their notes are not all over the place. The post-observation meeting also provides a great opportunity to gain clarity.
Getting Started
First, identify a peer you trust to be confidential but who you know will provide honest, constructive feedback. It’s okay if this is someone outside of your department. It’s natural to feel nervous about teaching in front of other professionals, so starting with a trusted colleague outside of your department can help alleviate any anxiety you feel about being judged by a peer. You can also contact the folks at CETL for a peer observation session.
Then, think about what you really want to get out of this observation. Remember that specific goals are key for gaining effective, actionable feedback.
Lastly, read the literature! The literature on peer observation suggests that engaging in peer observation fosters commitment to improvement and pushes faculty to become more self-critical of their teaching and more reflective. Check out some of our favorites, listed below!
Literature on Peer Observation
Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25-27. http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Critical-Friends.aspx
Levene, L.A. & Frank, P. (1993). Peer coaching: Professional growth and development for instruction librarians. Reference Services Review, 21(3), 35-42. https://doi.org/10.1108/eb049192
Martin, G. A. & Double, J. M. (1998). Developing higher education teaching skills through peer observation and collaborative reflection. Innovations in Education & Training International, 3(2), 161-170. https://doi.org/10.1080/1355800980350210
Samson, S. & McCrea, D.E. (2008) Using peer review to foster good teaching. Reference Services Review, 36(1), 61-70. https://doi.org/10.1108/00907320810852032
Sinkinson, C. (2011) An assessment of peer coaching to drive professional development and reflective teaching. Communications in Information Literacy, 5(1), 9-20. https://doi.org/10.15760/comminfolit.2011.5.1.99
Vidmar, D. J. (2005). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies, 20(3), 135-148. https://doi.org/10.1016/j.resstr.2006.06.002
