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Faculty Observations

Discover the significance of faculty observations, benefits, and research supporting their impact. Learn about the observation process and its role in improving teaching quality through pre- and post-observation conferences.

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Faculty Observations

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  1. Faculty Observations

  2. An Anthropological Study • Nine Types of College Teachers • Conducted by Matt Groening (1987)

  3. Outcomes for this presentation Participants will: • Articulate importance of observations • Identify benefits of regular observations • Comprehend three-phase process of observations • Engage in practice observations

  4. Importance of Observations • Accountability • Additional data to demonstrate teaching effectiveness • Equally important for full- and part-time faculty • In EDMC academic administrator job descriptions: • Responsible for classroom instruction • Reinforcement of student learning focus

  5. Research on Importance of Observations • Response to increasing calls for accountability, improved undergraduate teaching, desire to make teaching evaluation fairer, more accurate (Kohut, Burnap & Yon, 2007) • Observations are “additional evidence of teaching effectiveness” (Kohut, Burnap & Yon, 2007) • Adjuncts “rely on lectures” and “expressed an interest in having a consultant watch them teach” (Ginsberg, 2011; Schuetz, 2002)

  6. Benefits of Observations • Connect with faculty • Engagement with instruction, curriculum • Enhance the learning community environment on a campus

  7. Research supporting Benefits of Observations • “Examination of teaching practices” part of effective mentoring of faculty (Beckerman, 2010) • Opportunity to see the “most important dimensions relating to student achievement” at work – an instructor’s: • Organization and preparation • Clarity and “understandableness” • Ability to promote learning • Ability to stimulate students’ interest in the subject (Feldman, 1997, 2007, in Theall & Franklin, 2010)

  8. Observation Process

  9. Research Supporting Pre- and Post- Observation Process • Pre-observation interview creates context (Theall & Franklin, 2010) • Post-observation interview “allows an exchange of ideas between observer and observee” (Kohut, Burnap & Yon, 2007)

  10. Pre-Observation Conference • Learn about instructor’s planning processes • Learn about classroom context • Opportunity to discuss challenges • Curriculum • Planning • Students • Physical plant

  11. Observation • Note class culture • Observe execution of lesson’s elements • Focus on objectives, how strategies reinforce objectives • See how assessment strategies reinforce lesson’s objectives, program outcomes

  12. A Short Observation Vignette • A Selective Attention Test Based on observation vignette: • What are the possible benefits of the pre-observation conference? • What are the possible drawbacks of the pre-observation conference?

  13. Post-Observation Conference I • Discuss what transpired during class • Engage faculty in reflection on class, strengths and challenges • Discuss opportunities for improvement: • Lesson • Teaching strategies • Curriculum • Program outcomes • Physical plant

  14. Post-Observation Conference II(based on Hunter’s Instructional Conferences) • Introduction: what observer wants to accomplish in conference • Focus: instructor reviews the lesson • Reinforcement: a positive from the lesson • Instructional: observer guides instructor on how to improve one facet of lesson • Follow up: how instructor will improve going forward (Gentile, 1988)

  15. A Teaching Demonstration for Discussion • Sample teaching demonstration (via YouTube) • Context: • Instructor Martino • Course: Business • Topic: Contract Law • Task: how would you conduct your post-observation conference? What might you bring to the discussion?

  16. Summary • Essential for curriculum leaders in this environment of accountability • Provide insight into most “important dimensions related to student achievement” (Feldman, 1997, 2007, in Theall & Franklin, 2010) • Create natural opportunities for individual two-way communication with faculty via the three phase process

  17. References • Beckerman, N. (2010) Teaching the teachers. Academe 96:4, 28-30. • Gentile, J.R. (1988). Instructional improvement: A summary and analysis of Madeline Hunter’s essential elements of instructional supervision. Oxford, OH; National Staff Development Council. • Ginsberg, S. (2011). Support needs of university adjunct lecturers. In J. Miller & J. Groccia (Eds.), To improve the academy: Resources for faculty instructional and organizational development (pp 32-45). San Francisco, CA: Jossey-Bass. • Groening, Matt. (1987). School is hell. New York: Pantheon. • Kohut, G. Burnap, C. & Yon, M. (2007). Peer observation of teaching: Perceptions of the observer and the observed. College Teaching, 55:1, 19-25. • Schuetz, P. (2002). Instructional practices of part-time and full-time faculty. In C.L. Outcalt (Ed.), New directions for community colleges: No. 118. Community college faculty: Characteristics, practices, and challenges (pp. 39-46). San Francisco, CA: Jossey-Bass. • Theall, M. & Franklin, J. (2010) Assessing teaching practices and effectiveness for formative purposes. In Gillespie, K et. al (Eds.), A guide to faculty development (2nded) (pp. 151-168). San Francisco, CA: Jossey-Bass.

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