1. Peer observation as a tool for professional development for university teachers Pedamessut – Pedagogical seminar 18.5.2011 Matti Lappalainen, TY, ok.utu.fiok.utu.fi Tove Forslund, ÅA, www.abo.fi/personal/en/larcentret, www.abo.fi/personal/en/kurskatalogwww.abo.fi/personal/en/larcentret www.abo.fi/personal/en/kurskatalog

2. “Peer observation of teaching” (PoT) “Collegial feedback” “Shadowing”

3. Different meanings for “peer” (Gosling): –managers, –members of evaluating bodies, –Colleagues from other institutions –Colleagues from own department –Or other peers…

4. 3 models of POT - evaluation model –for promotion –for performance related pay/salary –by managers developmental model –for development –by educational developers or expert teachers peer review model –for development –by teachers themselves, they observe each other

5. The characteristics of peer observation The phases of POT - pre-observation: guidelines - observation - after: discussion Integration to other forms of development -independent development method or -a part of a professional development programme

6. ”Skuggning” / ”Shadowing” –Informal, but structured registration by a given deadline teachers taking part are divided into pairs –as heterogenous pairs as possible > form not content in foucs group evaluation (lunch seminar) the observers’ role –Pariticipants’ feedback Learn even more from observing than from being observed –Teaching tips Reflective discussion about teaching in general Quality management – on the teachers’ own terms –Participants suggestions Listed on the web: ”smörgåsbord” of teaching sessions that you could take part in Experiences at Åbo Akademi

7. Training of observers Instructions - structured - own wishes of the observed teacher Observers - from other domain - from own department - educational developers? => implications of the background of the observer to the process and the focus of observation?

8. Participants –on voluntary basis (if not a part of a professional development programme) The nature of the process: different possibilities –one-sided –mutual process: “You observe my teaching and I yours” –a pair or a group, which visits each others teaching and have a group discussion afterwards –other options?

9. Atmosphere –constructive, –development oriented, –supportative, –informal Frequency –once –twice –more?

10. Benefits of the POT (eg. Lappalainen 2003) For observed teachers - feedback for development For observer - reflection of own practices For both - modeling: how to use feedback - in their own teaching - in professional development in own department For organization - “Development for free” - An alternative for the model of solo-teacher, teacher in isolation => institutional learning

11. What kind of a model of peer observation would you like to take part in? Would you be interested in this kind of professional development? (Why? Why not?) As a part of a ”system” or just on your own together with a colleague? (As part of a training programme or independently?) Observers: from own department, outside, other experts? How often? How to promote, how to take in use? What kind of difficulties, threats? Other comments and questions?

12. References: Gosling, D. 2002. Models of Peer Observation of Teaching http://www.heacademy.ac.uk/resources/detail/resource_dat abase/id200_Models_of_Peer_Observation_of_Teachin g Hammersley-Fletcher, L. and Orsmond, P. 2004. Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education, 29, 4, 489-503. Lappalainen, M. 2003. Asiat selviksi KolPaKolla. Yliopistopedagoginen tiedotuslehti Peda-forum, 1/2003, 30.Asiat selviksi KolPaKolla. Robinson, S. 2010. Peer observation of teaching: Barriers to successful implementation. Occasional Papers on Learning and Teaching at University of South Australia. www.unisa.edu.au/ltu/staff/progress/activities/occasional/.../Robinson.pdf www.unisa.edu.au/ltu/staff/progress/activities/occasional/.../Robinson.pdf