formative peer review

1. Formative Peer Review Arts and Humanities Division Fall 2007

3. Method Establish Formative Peer Review as a common, expected practice in the division, integral to ACC�s Faculty Evaluation Process

4. COMPONENTS OF ACC�S FACULTY EVALUATION PROCESS Student Evaluation Process Faculty Portfolio Process Faculty Input Form Administrative Input Form And, for Arts and Humanities Formative Peer Review Process

5. Formative Peer Review Formative evaluation describes activities that are to provide teachers with information that they can use to improve their teaching. The information is intended for their personal use, rather than public inspection. As a result, formative evaluation frequently is less formal, focuses on specific aspects of teaching, is ongoing, and includes a wide range of activities. It is a basis for the development of effective teaching throughout a career. From North Carolina State University�s Web Site �Peer Review of Teaching� http://www.ncsu.edu/provost/peer_review/types.html

6. Formative Review, Not Summative Review Summative evaluation describes activities that are conducted to gain information needed to make personnel decisions such as promotion, reappointment, tenure, or comprehensive review of tenured faculty relative to teaching performance. Consequently, the information collected becomes part of the faculty personnel file. It is often more general and comparative in nature. It may provide results of ratings or rankings, or summary information. The information should provide comparative information which enables the evaluator to determine the quality of teaching performance with respect to the performance of other peers. From North Carolina State University�s Web Site �Peer Review of Teaching� http://www.ncsu.edu/provost/peer_review/types.html

7. Something New for ACC Formative Peer Review is something new to ACC. Its one and only purpose is to provide a formal framework to encourage A&H faculty to help each other become better teachers�through the direct observation of teaching, through collegial discussion, and, if desired, through review of classroom materials. The results of faculty observation and discussion are protected from departmental summative reviews. Only participation is included as part of evaluation.

8. Integrating Formative Peer Review Into ACC Processes Suggestions If in doubt, please be patient and give it a try. Remember what it was like to be a student. Bring your scholarship/creative tools to the process. Study excellent teaching to practice excellent teaching. If necessary, remind yourself to be supportive. If necessary, remind yourself to be receptive.

9. Integrating Formative Peer Review Into ACC Processes, Part 2 Tasks Introduce concept to departments and faculty. Create teaching teams within departments. Provide training sessions where desired. Provide materials for conducting reviews. Conduct class observations and follow up discussions. Report participation (not content) to departments. Complete full process in the Fall Semester. Repeat in Spring Semester, if desired.

10. ACC Support Austin Community College already supports and promotes excellent teaching, and does so recognizing the essential element of academic freedom. Statement of Teaching Values Identification of Effective Classroom Instruction Classroom Observation Checklist (However, this is a summative form, and, if used, should be adapted for formative purposes.)

11. ACC Teaching Values Austin Community College realizes that teaching is a highly individualized activity. Teaching techniques that work for one faculty member many not be effective for another faculty member in a different discipline or even in the same discipline. Indeed, there is no one way to be an effective teacher. http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

12. ACC Teaching Values, Part 2 However, several broad concepts are especially important in bringing about effective classroom instruction. Whenever possible, ACC faculty should attempt to assure that these concepts are a part of most class periods. Each is addressed on the classroom observation checklist. http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

13. Elements of Effective Classroom Instruction Class Structure Methods Teacher-Student Interaction Content http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

14. Class Structure The faculty member Reviews previous day�s course content Gives overview of day�s course content Summarizes course content covered Directs student preparation for next class http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

15. Methods The faculty member Provides well-designed materials Employs non-lecture learning activities Invites class discussion Employs other tools/instructional aids Delivers well-planned lecture http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

16. Teacher-Student Interaction The faculty member Solicits student input Involves a variety of students Demonstrates awareness of individual student learning needs http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

17. Content The faculty member Appears knowledgeable Appears well-organized Explains concepts clearly Relates concepts to students� experiences Selects learning experiences appropriate to level of learning http://www.austincc.edu/hr/eval/procedures/ClassroomObserve.pdf

18. Is That All? Does the ACC Checklist Cover Everything We Should Be Concerned With? Can excellent teaching be reduced to a checklist? What are the deeper relationships between content and presentation? Do students and teachers value different things in judging excellent teaching? Can we do everything �right� and students still not learn? Can we do nothing �right� and students still learn? What would you add to ACC�s list?

19. Guidelines for Class Observations and Discussions Suggestions for making peer review useful to faculty Peer Reviewers should consider observational tasks prior to observing a class. A single classroom observation by one rater is not a reliable indicator of teaching quality. Multiple visits by different observers is better. Pre-observation information is essential to provide contextual information. During the observation, a variety of approaches can be used to focus the observation, from checklists to open ended questions.

20. Guidelines for Class Observations and Discussions, Part 2 Observers should be informed about and open to a variety of teaching techniques. Observers should try to be as unobtrusive as possible. Observing over a substantial amount of time is needed to allow the teacher and the students to relax. A full 50-75 minute class period is standard. The observer should complete post observation notes, forms, or other reports and discussions while the information is fresh.

21. Focus of Class Observations and Discussions Before class, the visitor and observed faculty member should be clear about the purpose of the observation. General observation�looks at the overall classroom experience: organization; variety, clarity and pace of instruction; content knowledge; presentation skills; rapport with students; passion for teaching, etc. Specific observation�looks at one or two elements of the classroom experience: for example, the effectiveness of a lesson in presenting certain skills or meeting course objectives.

22. Recording Observations ACC�s Classroom Observation Checklist Adapted for Formative Review Other Checklists Presence or absence of behaviors Scaled ratings Narrative Logs and Prompts

23. Characteristics of Reflective Observation promotes reflection as part of a dialog between the giver and receiver of feedback. Both parties are involved in observing, thinking, reporting, and responding. focuses on observed behavior rather than on the person. Refers to what an individual does rather than to what we think s/he is. is descriptive rather than judgmental. Avoiding judgmental language reduces the need for an individual to respond defensively. is specific rather than general. Adapted by McEnerney & Webb from Bergquist and Phillips, 1975.

24. Characteristics of Reflective Observations, Part 2 promotes reflection about strategies and the students' or observer's responses to a specific strategy. is directed toward behavior that the receiver can change. considers the needs of both the receiver and giver of feedback. is solicited rather than imposed. Feedback is most useful when the receiver actively seeks feedback and is able to discuss it in a supportive environment. is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior. Adapted by McEnerney & Webb from Bergquist and Phillips, 1975.

25. Characteristics of Reflective Observations, Part 3 involves sharing information rather than giving advice, leaving the individual free to change in accordance with personal goals and needs. considers the amount of information the receiver can use rather than the amount the observer would like to give. Overloading an individual with feedback reduces the likelihood that the information will be used effectively. requires a supportive, confidential relationship built on trust, honesty, and genuine concern. Adapted by McEnerney & Webb from Bergquist and Phillips, 1975.

26. Questions for Follow-Up Discussions The following questions may provide the basis for the follow-up discussion. Did the lesson proceed in the way you had planned? Why? Did the students react to the lesson in the way you thought they would? During the lesson, did you feel confident and enthusiastic? Why? Do you think the students learned all that you wanted them to learn in this session? What brings you to that conclusion? What did you do to encourage the students to actively participate in the lesson? Adapted from: Killen, R. (1995) "Improving Teaching Through Reflective Partnerships." To Improve the Academy. From North Carolina State University�s Web Site �Peer Review of Teaching� http://www.ncsu.edu/provost/peer_review/types.html

27. Questions for Follow-Up Discussions, Part 2 What did you learn about teaching from this class? What did you learn about student learning from this class? What targets for improvement have you set yourself for this class, and are they realistic? If you taught this class again tomorrow, what would you do differently? and why? Adapted from: Killen, R. (1995) "Improving Teaching Through Reflective Partnerships." To Improve the Academy. From North Carolina State University�s Web Site �Peer Review of Teaching� http://www.ncsu.edu/provost/peer_review/types.html

28. September 21, 2007Where Do Go From Here Departments decide on how they will participate during the fall semester, 2007. Departments form Teaching Teams or other such organization. Teaching Teams receive training and/or visit the Arts and Humanities web site for materials. http://www.austincc.edu/ah Participating faculty members make schedule for class visitations. Faculty members meet with each other prior to class visitations to discuss individual goals for the visitations and how those goals can be achieved.

29. September 21, 2007Where Do Go From Here, Part 2 Observing faculty decide on how to record observations. Visitations occur. Follow-up discussions occur. Faculty complete the �Formative Peer Review Completion� form and turn in to departments.

30. Updates and Materials Please visit the �Information for Faculty� page of the Arts and Humanities web site. http://www.austincc.edu/ah