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Peer Observation of Instruction

Peer Observation of Instruction. Robert Breitenbach Clark Germann Mark Potter Tara Tull All members of the FETF have had opportunities to weigh in. . Our process: SPS working group, fall 2009 and spring 2010 Piloting of peer observation for formative purposes, spring 2009 and fall 2010

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Peer Observation of Instruction

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  1. Peer Observation of Instruction • Robert Breitenbach • Clark Germann • Mark Potter • Tara Tull • All members of the FETF have had opportunities to weigh in. • Our process: • SPS working group, fall 2009 and spring 2010 • Piloting of peer observation for formative purposes, spring 2009 and fall 2010 • Development of recommendations, fall 2010

  2. Peer Observations as Currently Practiced (Seldin form) • Not returning reliable data for summative decision-making. • Not providing formative feedback that is valued by instructors. • Perceived as a burden.

  3. FETF Approach to Peer Obs • Fewer peer observations with better results. • One complete peer observation per semester in years 2, 3, 4, and 5. • Pre-observation conference • 2 in-class observations of at least 75 minutes each • Post-observation conference • Observations over and above these (including in year 1) can be exclusively for formative purposes. • Narrative evaluation form • Training

  4. Still to be resolved… • What role will evaluation of content play in peer observations? • Who will do the observations? From within or across departments? • How will the summative and formative purposes be integrated? • What will be the precise format of the instrument? • How will peer observation of online courses proceed?

  5. Proposed instrument • 4 sections on two pages. • Picture each section taking up roughly a half page. • Instrument includes “markers” of effective instructional design and instructional development. • Not all markers of effective instruction will be present in any single class session.

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