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Peer Observations of Teachers 19th November 2012

Peer Observations of Teachers 19th November 2012. Peer Observation of Teaching.

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Peer Observations of Teachers 19th November 2012

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  1. Peer Observations of Teachers 19th November 2012

  2. Peer Observation of Teaching A ‘‘collaborative, developmental activity in which professionals offer mutual support by observing each other teach; explaining and discussing what was observed; sharing ideas about teaching; gathering student feedback on teaching effectiveness; reflecting on understandings, feelings, actions and feedback and trying out new ideas’’. (Bell, 2005, p. 3)

  3. What is peer observation? • Peer observation is a method of gaining feedback to improve your teaching skills. • You and a colleague discuss your teaching and what you feel you may need some help in developing, then you take turns in sitting in on one of each other's teaching sessions. • Afterwards, your colleague can provide some feedback on what went well in the session and where there may be room for improvements, including in any areas where you specifically requested feedback.

  4. Used in Different Contexts for Different Purposes • as a developmental tool in the training of new teachers or in continuous professional development; • as a management tool for quality monitoring or evaluation of teachers by their line manager  it can be felt to be uncomfortable, intrusive or to curtail academic freedom. • In the context of continuous professional learning, then, some warn that Peer Observation should be designed to be “non-judgemental and developmental rather than evaluative and externally required” (Lomas and Nicholls, 2005, Hatzipanagos and Lygo‐Baker, 2006)

  5. The Developmental Nature of Peer Observation • For Cosh (1998) observation is “an invaluable form of staff development”, which can play an important part in ensuring that teachers don’t become “isolated and routinized”, enabling teachers to gain exposure to other teaching styles and approaches.

  6. Peer Observation as “a social tool to enhance teaching practice”. (Peel 2005) • Bell and Mladenovic (2008) highlight the collaborative aspect of Peer Observaton: sharing enabled participants to have a wider view, as it encompassed issues raised by others; they found it reassuring to compare their strengths and weaknesses with those of others, as often there were issues relevant to the cohort as a whole. Sharing also might have also given teachers other ideas that they could try out in their teaching. 

  7. What Do Teachers Say? “Peerscan be thesternestcritics.” “Itkeepsyou on yourtoes.” “I didn’trealizehowmuch I wouldlearnfrom it.” “Itincreases self-esteem.” “Ithelps me knowhow to observe a classcorrectly.” “There has to be a clear focus.”

  8. Advantages of Peer Observation? • New teachers gain reassurance from receiving positive feedback from a peer or mentor. • Positive feedback gives teachers the confidence to try novel methods. • Observing and offering advice benefits not only the one being observedbut also the one observing. • It’s a non-judgemental and open forum.

  9. Possible Problems • Any observation of a lesson is going to involve judgements about what has been seen. • A friend’s comments are unlikely to be objective.

  10. 3 Stage Process 1.Planning (briefing) 2.Observation 3.Debriefing(feedback)

  11. Stage 1. Peer Briefing • Whattheteacherexpectstheobserver to do. • Whattheteacher hopes to achieve. • A clear objective.

  12. Stage 2. The Observation • Level • Clarity • Handouts • Audio-visual aids • Paceandtiming • Interaction • Innovation

  13. The Role of the Observer • Peel (2005) points out that it is often difficult to engage in critical thinking on an individual basis. In Peer Observation, the role of the observer in promoting reflection is critical. • A ‘critical helper’ can provide a mirror onto our teaching, and help us understand and question our ideas and practices. Brookfield’s (1987) • The observer provides feedback which can “act as a catalyst in building relationships through the development of empathy, respect and trust. The objective of successful peer observation is to harness the insight of critical friends to promote personal and professional development on a continuing basis, within a supportive framework (Shortland, 2010).

  14. Stage 3. Giving Feedback • Be realistic • Be specific • Be sensitive • Be non-judgmental • Balancepositiveandnegative

  15. Stage 3. Receiving Feedback • Be explicit • Be aware • Listen • Ask for clarification

  16. FocusingontheObservation • Howtheteacherstarts and ends a lesson? • Howtheteacherallots time within a lesson? • Howtheteacherassignstaskstostudents? • Howtheteacherdealswith a reticentstudent? • Howtheteacherorganizeslearninggroups? • Howtheteacher supervises studentswhilethey are learning? • Howtheteacherasksquestions? • Whatkind of questionsdoestheteacheraskmostoften? • Whatisthecontent of theteacher`squestions?

  17. OtherInterestingTopicsfortheClassroomObservation • Howlongdoestheteacherwaitafterasking a questiontoget a response? • Howdoestheteachergiveinstructions? Howmuchdoesittake? • Do studentsknowwhatto do afterbeinggiventheinstructions? Students`performance of tasks. Time ontask. Teacher`sactionzone. Use of thetextbook. Pair and groupwork.

  18. WHO? US! WHEN? NOW! THIS YEAR! ONGOING! WHERE? WEST PHILADELPHIA HS!

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