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Sharing Ideas to Develop Capabilities. _\|/_ The Griffith PRO-Teaching Project. Steve Drew Christopher Klopper. Health Group. What are we talking about? Embedding developmental forms of peer observation of teaching. Steve Drew Christopher Klopper. Your colleagues said:.

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sharing ideas to develop capabilities

Sharing Ideas to Develop Capabilities

_\|/_

The Griffith PRO-Teaching Project

Steve Drew Christopher Klopper

health group
Health Group
  • What are we talking about?
    • Embedding developmental forms of peer observation of teaching

Steve Drew Christopher Klopper

your colleagues said
Your colleagues said:

What aspects of the peer review of teaching process do you think worked well?

  • The relaxed and informal process.
  • Getting to meet other academics
  • Observing colleagues teaching
  • The constructive feedback

What did you take away from your experience with PRO-Teaching?

  • That I am actually a good teacher !!!
  • How I can improve my teaching
  • Meeting other academics
  • Observing colleagues teaching and seeing what the student sees

Steve Drew Christopher Klopper

activity time to observe
Activity – Time to Observe!
  • What do you think worked well?
  • What do you think didn’t work well?
  • What do you think could be done differently/be changed?

Steve Drew Christopher Klopper

what is pro teaching about
What is PRO-Teaching about?
  • Peer observation of teaching as a supplement to student evaluation
  • Developmental & supportive collaboration NOT summative evaluation
  • Different observation models to suit different academic needs
  • Embedding quality processes and creating a supportive culture of academic development

Steve Drew Christopher Klopper

slide6

_\|/_

The Griffith PRO-Teaching Project

Sharing Ideas to Develop Capabilities

  • Overview
  • The Griffith PRO-Teaching project uses a developmental form of peer observation (review) of teaching that creates a collaborative and supportive atmosphere for staff to discuss and share ideas around teaching practice.
  • Using a structured approach, data is collected from a range of sources to build evidence of teaching quality that may complement or contrast with the standard Student Evaluation of Teaching (SET) questionnaires that are currently the major determinant of teaching quality.
  • Triangulated Data Sources
  • At each observation session SETs and student learning outcomes (minute tests) are collected for that particular session.
  • The staff member being observed first relates their own reflections on that session. Then, observation notes from a discipline based observer and an L&T expert observer provide two diverse peer perspectives.
  • Multiple perspectives provide a triangulated data set from which validated evidence can be built.

with Peer Review and Observation of Teaching

  • Chat and Change
  • The part that all staff love is the chat at the end of each observation session where reflection is validated, strengths are recognized, and ideas for development are discussed and agreed. Staff use peer feedback to guide changes to practice in the following sessions.
  • Outcomes and Outputs
  • Evidence is collated and presented in a comprehensive report with a range of supporting documents.
  • All data belongs to academics involved and nothing is shared beyond the observation triad (The process has ethics approval ).
  • Staff have used evidence from the project to support applications for promotion, job applications, Griffith Awards for Excellence in Teaching, ALTC Awards, and potentially to complement evidence for confirmation of appointment.
  • Impact
  • In 3 semesters, 75 academics have taken part in100 observations; 32 from Science, Engineering or Technology disciplines. Most had never engaged in peer observation before. All relate positive outcomes and offer constructive feedback.

Start here

Rest here

Data cloud #2 – Discipline peer’s observations of teaching

Data cloud #1 – Teacher’sself-assessment – reflections on teaching in observed

sessions

Briefing | Observation | Debriefing

Second

Observation

Find a peer from your discipline and attend an experiential workshop on peer-observation

Data cloud #4 – Students’ evaluations of teaching & learning outcome testsfrom observed sessions

Group Debrief:

Ideas #2 & feedback #2

Group Debrief:

Ideas #1 & feedback #1

Observer Briefing: Learning objectives #2

Data cloud #3 – L&T expert (external) peer’s observations of teaching

Observer Briefing:

Learning objectives #1

Reports & analysis of evidence

First

Observation

Briefing | Observation | Debriefing

why it is good to take part
Why it is good to take part
  • Advanced teacher
    • Evidence for grants, awards, promotions; service
  • Discipline focused academic
    • Evidence for staff review, communities of teaching practice, development ideas
  • Would like mentor assistance
    • Ideas on design, increasing course and teaching effectiveness, help to address student issues

Steve Drew Christopher Klopper

hard evidence
Hard evidence

As an outcome of a 2 year, level 2 GGLT project to develop PRO-Teaching within SEET 2010-2011 more than 70% of staff undertaking peer observations showed improvements in their SETs and SECs in the courses involved.

Is this something that your school would like to invest in?

Steve Drew Christopher Klopper

activity time to debrief
Activity – Time to Debrief!
  • What worked?
  • What didn’t?
  • What would you do differently?

Steve Drew Christopher Klopper

how to get involved and who to contact
How to get involved and who to contact
  • Create a dyad with a trusted colleague
  • Work out what course(s) and times you would like to open classes to observers
  • Send an email to your local PRO-Teaching Administrator, Janine Chipperfield (soon Debbie Amsler)
  • We will organize a training session and get you started

Steve Drew Christopher Klopper

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