1. The Griffith PRO- Teaching Project A Process for Peer Review and Observation of Teaching

2. PRO-Teaching Meaning #1: Peer Review and Observation of Teaching Meaning #2: “For” Teaching

3. Research Question How can peer review and observation of teaching be used to improve excellence of teaching at GU? Research ethics documents: –(I-1) Guidelines for Peer Review –(E-2) Academic informed consent –(S-1) Student informed consent & survey

4. PRO-Teaching Design and Development Documentation has been designed to capture evidence of scholarship and of development of teaching It is important that all project documents are completed so there can be valid evidence to assess the process! Electronic copies of documents are available at: –http://www.cit.griffith.edu.au/~s960928/PRO- Teaching/

5. PRO-Teaching Process Attend a workshop on the process – informational, experiential Form a triad with 2 discipline staff & 1 external L&T reviewer (ask Janine for help with triad formation) Timetable two sessions of observation for each being observed Have about two weeks between successive observations gives time to report and plan

6. Observation Process (1) Observee completes ‘Observer Briefing of Class Objectives’ form –Forwards to Observers (together with any relevant teaching material). –Forwards to PRO-Teaching office (Janine) for report generation (If needed) Triad meets 15-20 min before class for observer briefing –Objectives, activities, points of interest, development focus

7. Observation Process (2) Observee calls for student participants in SET&LO survey for that activity –Do not say that it is to assess the teacher – you might say: “getting colleague’s ideas on course design for later discussion” –2 forms: (E-4) Call for Students Participants (S-1) Student Survey Consent & Student Responses on Teaching and Learning

8. Observation Process (3) Observers find a position in class where they can observe teacher and students, and take notes about: –Things that work and things that don’t, –Student reaction and engagement, –Structure, objectives, technology, pedagogy, communication, discipline mastery Observers complete ‘Peer Review /Observation’ Sheet (O-1) – consider ‘observable dimensions’

9. Observation Process (4) Observee/Observer collects student surveys Observee completes the ‘Observee Reflection Sheet’ (T-2) considering how they think they went. –What worked, what didn’t work, & what would you change? –Reflection should take place before any feedback from the observers has been given

10. Observation Process (5) Triad meets for debriefing as soon as possible after observation (same day): First Observee joins Observers; and the Observee reflects 1 st Then Observer led discussion that is supportive and positive of teacher’s strengths Rather than offering criticism directly – –“why did you choose that particular approach?” –“have you considered...?”

11. Important advice Do not go ahead with an observation if all members of the triad cannot be present – ethical considerations –Call it off and reschedule Always get student surveys otherwise important data will be missing from your report

12. For fast communication & feedback Use electronic version of forms from project website (see final slide) Send all documents in electronic form to PRO-Teaching (Janine) Please send observer briefing document (T-1) to Janine at least 2 days before observed class

13. Giving Effective Feedback Always start with good points to develop positive aspects Collaborate with teacher to develop things that may not have worked well or could have been improved The best teacher has things that might be improved or tried out so always agree on a list of items that will be implemented in next observation session Finish by emphasising good aspects

14. Observation Reports After each observation session: –Observers might complete individual observation reports on an observation sheet (O-1) or –may collaborate to complete a combined report that agrees on what was observed under each dimension of good teaching –Then send individual reports and/or combined reports to PRO-Teaching team for collation and reporting back to observee

15. Send to PRO-Teaching For each observation session send –(T-1) Observer briefing sheet –(S-1) Student surveys (completed) –(O-1) Observation reports –(T-2) Observee reflection report –(T-3) Observee response to feedback (optional) Critical that ALL forms are returned so that comprehensive final report can be compiled After last observation complete –(F-1) Peer Review of Teaching Process Evaluation

16. Receive from PRO-Teaching Combined observation reports Collated student evaluation and learning outcome data – after each observation session (.xls) Comprehensive final report with –Comparative analysis of student data –Comparative analysis of observation data –Analysis of constructive alignment – student learning outcomes (S-1) compared with lesson objectives (T-1) –List of strengths & development ideas discussed –Certificate of participation in scholarly activity

17. Using evidence Rather than just mining the report for supporting data, Deans, HoS and panels for awards, grants, & promotion need to receive the entire report

18. Information & Resources _\|/_ Griffith PRO-Teaching Project Sharing Ideas To Develop Capabilities Sponsored by Griffith Institute for Higher Education Dr Steve Drew Academic Fellow - GIHE (5552 7088) Senior Lecturer - School of ICT (5552 7076) Griffith PRO-Teaching Project Dr Steve Drew Ms Janine Masters Project Administration – GIHE (5552 7274)