Evaluating Teaching through Peer Classroom Observation

1. Evaluating Teaching through Peer Classroom Observation Spring Faculty Meeting Timothy Schibik 3 January 2006

2. Point to Peer Review • Peer classroom observation (a.k.a. peer review of teaching) puts an end to pedagogical solitude and thus attempts to treat teaching as community property. Shulman (1993)

3. Desired Outcome of Peer Review The most important bottom-line benefit to peer review of teaching should be the improvement of student learning.

4. Basis of Peer Review “The department is a key unit for undertaking the peer review of teaching – be it for personnel decision making or more “formative” collaboration and exchange. Peer review activities need to be matched to the departmental program, goals for student learning, and culture.” AAHE – From Idea to Prototype: The Peer Review of Teaching, 1995.

5. Summative vs. Formative • Summative evaluation is a judgment about teaching that is used to make a decision—a decision about promotion, tenure, or, even, teaching awards. A summative evaluation of teaching attempts to summarize the complex phenomena of teaching. Weimer (1987)

6. Summative vs. Formative • Formative feedback is information gathered for the purpose of improving and developing teaching. This information is meant to inform change. Rando and Lenze (1994)

7. Guiding Principles • Conduct classroom visits as part of a consultation process which involves both a pre-visit meeting and a post-visit debriefing. • Conduct repeated visits, over the course of the semester, rather than a single “parachute drop.”

8. Guiding Principles • Combine classroom observation with other strategies that enrich the picture: student interviews, classroom materials reviews, examination of student works/products. • Use a team or a partner approach. • Be aware that learning can occur for the observer as well as the observed.

9. Guiding Principles • Let students know what is happening and why. • Think of classroom observation as an occasion for discussion of departmental expectations. • Keep track of how peer classroom observation is working. Learn from the process in order to improve.

10. The “Who” in Peer Review Who are the appropriate peers in reviewing teaching? Lee Shulman says it for most of us when he stated we should “make the review and examination of teaching part of the disciplinary community’s responsibility…” Shulman (1993).

11. Process of Peer Review(5 steps) • Pre-Observation Meeting of Instructor and Observer. • The Classroom Observations • Brief Immediate Communication Session • Post-Observation Meeting to Provide Feedback • Final Written Record of Observation

12. Pre-Observation Meeting • Discussion of specific observation dates and times (if announced) or a range of possible dates and times (if unannounced). • Overview of instructor’s • course goals, • specific class session goals (if announced), • and instructional methods used to achieve goals.

13. Pre-Observation Meeting • Review of information on the background of students in the class (level, prerequisites etc.) • Discussion of instructor assessment methods. • Review of relevant documents for the session (syllabi, handouts, power point slides etc.) • Discussion of the criteria for evaluation and any forms to be utilized.

14. Pre-Observation Meeting • Identification of any specific areas of concern for the instructor (if formative). • Set meeting time for both the brief immediate communication session and the post-observation feedback meeting. • Review of “ground rules” of the visit. 

15. Typical Visit – Ground Rules • Observer will arrive early and place him – or herself unobtrusively in the room and will not become involved in the session. • Unless the class is very large, the observer’s presence should be explained to the group. • The observer will take notes related to agreed criteria.

16. The Classroom ObservationsBasic Starting Points • All observations should first and foremost be based on department-level discussions of what constitutes good teaching in the respective discipline. • Departmentally developed forms constitute the best method for obtaining useful and reliable information.

17. The Classroom ObservationsWhat Should the Observer Look For? • The Class Environment – Student/Instructor Rapport • Body language, informal interaction before and after class with students, willingness of students to ask questions. • Indicators of Student Engagement • Attendance, participation, notetaking, inappropriate activities (sleeping, texting, etc.)

18. The Classroom ObservationsWhat Should the Observer Look For? • The Instructor’s Ability to Convey the Course Content • Explanations, examples, stories, demonstrations, use of media, problems and answers to questions • The Range of Instructional Methods and How They Support Student Understanding

19. Brief Immediate Communication Session • Ask instructor if this was a typical class • Ask if any additional clarification would be helpful in interpreting what was observed • Obtain the materials referred to in class • Thank the instructor (take care not to offer premature feedback)

20. Post-Observation Meeting Normally held within one week of the final observation session. • Provide a preliminary copy of the written report. • Ask the instructor for their assessment of the class. • Provide constructive honest feedback in a sensitive manner.

21. Suggestions for Giving Feedback • Observer should start with the positive points. • Focus on behaviors that can be changed. • Make factual objective comments when dealing with the negative (e.g. when you did ____, I could not ____)

22. Suggestions for Giving Feedback • Make positive suggestions for improvement – be constructive (e.g. if you would spend less time with your back to the class writing on the board, it would be easier for students to relate to you). • Avoid making value judgements (e.g. you were boring at the beginning)

23. Suggestions for Giving Feedback • Use questions to guide the discussion and encourage instructor reflection. • What were you trying to achieve with this example? • How did you feel this portion of the lecture worked?

24. Final Written Report • Remember the difference between summative and formative (there may actually be two written reports if both aspects are present). • The report must be written as honestly as possible leaving no ambiguity.

25. Process of Peer Review(5 steps) • Pre-Observation Meeting of Instructor and Observer. • The Classroom Observations • Brief Immediate Communication Session • Post-Observation Meeting to Provide Feedback • Final Written Record of Observation

26. Points to Remember • Differentiate summative from formative evaluation • Keep the goal of improving student learning in mind. • Be impartial and fair. Do not play the “that’s not the way I would do it game.” • Remember the ANXIETY!