Peer Observation

• Education
• Higher Education (degree)

LO6 - Practical application of learning outcomes 1 and 4
(reflective evaluation task – submitted 5.12.24)

Prepare

• Carry out two short peer observations of professional practice in the education, training and skills sector  notes in appendix
• In addition, take part in a group forum where influences on curriculum and pedagogy are discussed  notes in appendix

• Write a reflective evaluation which critically evaluates the impact on professional practice in education and training of:
  

• external political, sociological or industrial influences
  
• internal, organisational influences
  

• You should also compare and contrast your experience of influences on your practice with that of your peers in your forum group, and…
• Consider your own dual professional identity as a developing teaching practitioner, in the context of surrounding influences.

You should:

• Identify the professional objectives of your observations (what
  did you hope to learn in relation to your own targets for professional development?
  

• Discuss similarities and differences between the observed practice and your own professional practice
  

• (Based on your own experience) – identify and
  evaluate the impact of internal and external
  influences

• Evaluate the ways in which peer observation promotes
  professionalism in learning and teaching.

What were your objectives?

• The teaching role as a whole – eg, efficiency and time management (cutting down planning/prep or assessment time)
  
• Classroom practice – eg, balance between teacher and student input (are you always exhausted after a lesson because you’ve been running at top speed for the entire time?)
  
• The environment and resources – eg, innovation/use of resources (including online tools)
  
• Relationships and interpersonal skills (including behaviour management) – eg, working with a specific cohort/subject/level (are there generic skills? What are the specialist skills, and might they apply in your own teaching?)
  
• Communication – eg, using different NVC and tones/volumes when addressing groups and individuals.

Objectives might be related to:

Consider two themes here:

• What was different, what was the same, as your own practice?
  
• Where there were differences –
  - Have your tried, and dismissed these elements before?
  - How might you adapt/experiment with differences for use with your own classes?
  - Why specific elements of what you observed might be more appropriate for some subject areas/cohorts than others
  - How the teacher’s own personality and professional identity influenced their pedagogy during the session you observed - be true to yourself when bringing new approaches into your own classroom

• What was different, and what was the same, in terms of outcomes for/responses from students during the session?

Did you find more similarities or differences
when compared with your own practice?

Text

More similarities

About the same

More differences

• What influences
  the curriculum
  (all aspects of
  the learner’s experience)?
  

• What influences your pedagogy/ andragogy (approach)?

Think about:

The policy overview from weeks 1 & 2

Changing learner cohorts – what influences this?

Organisational (internal) priorities and policies which have an impact (on – eg – class sizes).

Internal and external influences

• This is how you are going to use it in your peer observation task

This basic cycle shows how peer observation is used in settings to support teachers’ professional development

• What are the advantages and disadvantages of working alone at stages
  1 and 3?

1

2

3

PO as a development tool

• For the observee, it is an opportunity to seek a different perspective on a feature of their classroom practice – although it is not a requirement of the task, they may be interested to hear your views
  
• However, it must be managed and implemented carefully to avoid it becoming
  a judgemental process
  
• If undertaken in a developmental spirit, peer observation can be supportive
  for all involved – for example, you could peer observe with other teachers
  who deliver to the same groups as you do, and compare notes
  
• For the observer, it supports reflection and thinking skills (analysis/application/evaluation)
  
• In addition to its use for self-development, peer observation is
  sometimes used by institutions within quality processes. What
  are the strengths and weaknesses of its use in this way?
  

Peer observation as a development tool

Teaching practices, ideas and experiences become shared, rather than ‘private’

Gaining new ideas, reflecting on a colleague’s teaching style

Reflecting on own teaching, including what might you do in the same situation?

Lower levels of anxiety than having an expert observer

Encourages teachers to take the students’ perspective

Supports collegiality amongst peers and respect for different approaches

Strengths and Weaknesses

• Potential impact on peer relationships (giving and receiving criticism)

Peers may avoid referring to areas for development

Concerns about confidentiality

The observer might not have the necessary skills, or not be objective

For some, it is challenging to explore positive and negative experiences

Can be regarded as a challenge to academic freedom