1. LSSU Faculty Center for Teaching Friday, October 3, 2014 Classroom Visits for Peer Evaluation

2. From the Faculty Agreement… Faculty being evaluated select one peer by October 10 Supervisors select a second peer and notify the faculty member being evaluated by October 15 The supervisor and two faculty peers may visit no more than twice per semester for each faculty member that is being evaluated “Efforts should be made to consolidate the visits in order to minimize classroom disruption.”

3. From the Faculty Agreement… After meeting with the faculty member, the supervisor or peer shall give two days notice prior to the visit The “classroom” visits should occur between the 3 rd and 12 th week of the semester (September 9 through November 18) Results from visits should be given the faculty member in writing within 5 days. Discussion of the visit should occur within another 10 days The Instructional Setting Evaluation Form (C9) must be used

4. Instructional Setting Evaluation Form (C9) – page 1

5. Instructional Setting Evaluation Form (C9) – page 2

6. Making Peer Evaluation Meaningful

7. What we don't want: The process to feel judgmental To feel lectured at For this to be a wasted opportunity

8. Setting A Focus Without a focus that I care about, peer evaluation has the potential to be everything we don't want. It might drive you crazy that the students all have their cell phones out and check text messages and so you make that the focus of the observation, but maybe it doesn’t bother me. This is all based in the idea that in order to change, I need to be ready for the change and willing to address that issue.

9. Setting A Focus Examples:  Relates this class to previous classes – Am I doing a good job of making broad connections so students see the big picture? The observer might jot down what you say to connect ideas during the lesson.  Provides appropriate pacing of content – Am I going too fast or too slow for students? The observer might focus on individual students for 5 minutes each and note the reactions of the student that might indicate pacing appropriateness.

10. Focus Continued  Encourages participation; gives appropriate responses – How do I invite students to participate and how do I respond to them? The observer can jot down each interaction – both what you say to get students to interact and how you respond to them during the interaction.  Are the students engaged? Do I move around the room enough to engage all students? The observer can chart your movements.  Is there evidence of learning? I provide opportunity for think, pair, share – do my students use that opportunity to process ideas and learn or is it social time? The observer can listen in. What do you want to know about your teaching and how your teaching is impacting student learning?

11. Pre-Observation Meeting The faculty member being observed needs to drive this conversation. Explain what the class is, what you want to be the focus of the observation, and why.

12. Our Pre-Observation Meeting

13. The Observation Take data – you might sketch out the room layout and track the professor or you might jot down things that are said or you might time elements of the lesson, etc. Don't miss what is going on in class to fill out check list. The data related to the focus is more important than the checklist.

14. The Observation

15. Post-Observation Conference Best if this happens immediately after or at least the same day as the observation Discuss the data and observations collaboratively You might also discuss the check list and fill it out together

16. Our Post-Observation Conference

17. What if the data was not good news? The mock post conference below shows how an evaluator might share data about a poor lesson.

18. Questions? Barb Light bjlight@lssu.edu Cathy Chaput cwhite9@lssu.edu