FACULTY PEER OBSERVATION: PROVIDING AND BENEFITING FROM USEFUL FEEDBACK Lisa Perfetti Associate Dean for Faculty Development Whitman College

Focus of this workshop Seeking feedback from a peer for the purposes of improving one’s teaching Conditions for making observation process effective Answering questions on your mind

Benefits of Effective Faculty Peer Observation Builds in time to reflect on our most important questions about our effectiveness as teachers Fosters community among colleagues Provides more opportunity for “evidenced-based” teaching Benefits both observer and observed N. V. N. Chism (2007), Peer Review of Teaching: A Sourcebook, 2 nd ed. A. Boye & M. Meixner (2011), “Growing a new generation: Promoting self- reflection through peer observation.” To Improve the Academy, Vol. 29, pp

When observations aren’t so effective... Think back to a time you were observed and the feedback was not so effective. Without giving too much detail, share with a colleague near you what it was about the observation or the feedback afterwards that was not helpful.

Some features of observations that don’t provide helpful feedback not announced ahead of time no pre-observation conversation about course or class goals faculty observer is looking for the wrong things during the class faculty observer uses opportunity to focus on his/her own perceived teaching strengths vague feedback feedback that is tangential or unrelated to course goals

Class Observations in Context A 50- or 75-minute class offers only a small snapshot into what students are learning. Other relevant materials for peer review of teaching are: course syllabus (course design is key!) assignments and exams samples of student work with instructor feedback student evaluations of teaching

What a Class Observation Shows Observing a class is especially helpful for showing the instructor’s: active engagement of students with the material equitable inclusion of students use of class time to deliver goals for that day use of classroom space, technology, or other logistical dimensions that support learning use of activities that are appropriate to the students’ preparedness while providing challenge

Conditions for Effective Peer Observation 1. Self-awareness that informs reason for seeking peer’s input 2. Pre-observation conversation 3. Following best practices for observation during the class 4. Post-observation discussion 5. Choice of peer for the process

1) What do you want to learn from your faculty colleague? advice on students who aren’t participating? problem-solving around an assignment that doesn’t seem to be working? advice on whether your lectures are clear and pitched at the right level? how to get students to take your feedback on their writing seriously so that they can improve? Important: are you really prepared to hear the feedback? Seeking an observation to affirm your strengths as a teacher is probably not a good idea.

2) Pre-observation Conversation Provides an overview of the course goals Provides context: How has the course been going so far? Is there something different about this particular iteration of the course? Identifies main student learning outcomes for the session: “By the end of the 50 minutes, students should understand/know/be able to....” Previews the pedagogical approach you will use for those goals and why

3) Best practices for observing peers Which of the following do you think would be considered a “best practice” for observing peers: faculty member introduces peer observer to class observer participates in activities such as small group discussion observer sits in the front row to be closer to faculty member being observed observer takes lots of notes even if it means little eye contact with faculty member

3) Best practices for observing peers Faculty member could introduce peer observer to class, particularly if it is a small class. Announcing that a visitor will come is a good idea. Observer should sit away from the students to ensure their perspective as an observer. Observer should not participate in activities since this would detract from the ability to see what all students in the class are doing. Observer should watch the students, not just the instructor. Observer should take lots of notes: a quick smile of encouragement is o.k. but you are there as a dispassionate source of evidence for the faculty member.

Some possible rubrics for the observer Take a look at these two observation rubrics. Which would you feel most comfortable using as an observer? Why? Which would likely be most valuable for you in being observed? Why? Regardless of what kind of rubric you use, make sure to let your observer know the top three things you want feedback on.

Post-observation discussion Conversation should focus on the main things the faculty member wanted feedback on. Begin by asking instructor to report what went well, any disappointments. Refer often to notes to share what actually happened in the class. Allow opportunity for instructor to arrive at some of their own solutions. Offer feedback that is concrete, relevant, and feasible Make sure to include feedback on effective practices.

When we might be uncomfortable giving negative (but valuable) feedback It is the third week of the semester and Josie has invited you to her 50-minute Introduction to Gender Studies class for feedback on how she leads discussion. You arrive on time, sit at the back of the class, and note that there are 16 students (4 men and 12 women). During the first 20 minutes, Josie lectures. She then asks an open-ended question and asks for volunteers to offer insights. After each student’s comment, she provides her own “gloss” for a minute or two then calls on the next student. Six students raise their hands (all of them women) and 4 of them answer twice. The rest listen attentively. In your post-observation conversation, Josie thanks you for coming, and after you say “So how do you think it went?” Josie says “I thought it went really well. I got through all the material I wanted to and there was still time for the discussion and students had great things to say!” What do you say next? (How does this depend on what else you observed as well as what she indicated in her pre-observation conversation with you?)

5) Choosing your observer Choose someone who: you like and trust is more or less equal to you in academic rank doesn’t have the responsibility to evaluate your teaching is able to be candid and honest without being judgmental has respect for your discipline and the kind of teaching you do, but perhaps is not in your department will also open their classroom to you

Some timing considerations The first two and the last two weeks are probably not ideal times for class observations. Observing at least two class sessions gives more accurate information Perhaps time peer observation to follow up on informal feedback from students on the course (i.e. a poll of students about a 1/3 into the course can indicate areas you want colleague feedback on). To “kick it up a notch,” attach peer observation to a faculty learning community or reading group around a particular pedagogy (e.g., leading discussion, teaching information literacy, doing collaborative learning activities, enhancing students’ intercultural skills).

Wrap-up Questions? Concerns? Now I welcome your feedback. Please fill out the quick 5- question survey that Randi will send you in a couple of days.