Sharing Ideas to Develop Capabilities

1. Sharing Ideas to Develop Capabilities _\|/_ The Griffith PRO-Teaching Project Steve Drew Christopher Klopper

2. AEL Group • What are we talking about? • Embedding developmental forms of peer observation of teaching Steve Drew Christopher Klopper

3. Your colleagues said: What aspects of the peer review of teaching process do you think worked well? • Getting immediate feedback from peers • Great opportunity to discuss performance • Learning through observing peers • Supporting documentation What did you take away from your experience with PRO-Teaching? • People really do enjoy my lectures !!! • Useful techniques to improve my teaching • Encouragement and support from peers • Valuable student engagement initiatives Steve Drew Christopher Klopper

4. Activity – Time to Observe! • What do you think worked well? • What do you think didn’t work well? • What do you think could be done differently/be changed? Steve Drew Christopher Klopper

5. What is PRO-Teaching about? • Peer observation of teaching as a supplement to student evaluation • Developmental & supportive collaboration NOT summative evaluation • Different observation models to suit different academic needs • Embedding quality processes and creating a supportive culture of academic development Steve Drew Christopher Klopper

6. _\|/_ The Griffith PRO-Teaching Project Sharing Ideas to Develop Capabilities • Overview • The Griffith PRO-Teaching project uses a developmental form of peer observation (review) of teaching that creates a collaborative and supportive atmosphere for staff to discuss and share ideas around teaching practice. • Using a structured approach, data is collected from a range of sources to build evidence of teaching quality that may complement or contrast with the standard Student Evaluation of Teaching (SET) questionnaires that are currently the major determinant of teaching quality. • Triangulated Data Sources • At each observation session SETs and student learning outcomes (minute tests) are collected for that particular session. • The staff member being observed first relates their own reflections on that session. Then, observation notes from a discipline based observer and an L&T expert observer provide two diverse peer perspectives. • Multiple perspectives provide a triangulated data set from which validated evidence can be built. with Peer Review and Observation of Teaching • Chat and Change • The part that all staff love is the chat at the end of each observation session where reflection is validated, strengths are recognized, and ideas for development are discussed and agreed. Staff use peer feedback to guide changes to practice in the following sessions. • Outcomes and Outputs • Evidence is collated and presented in a comprehensive report with a range of supporting documents. • All data belongs to academics involved and nothing is shared beyond the observation triad (The process has ethics approval ). • Staff have used evidence from the project to support applications for promotion, job applications, Griffith Awards for Excellence in Teaching, ALTC Awards, and potentially to complement evidence for confirmation of appointment. • Impact • In 3 semesters, 75 academics have taken part in100 observations; 32 from Science, Engineering or Technology disciplines. Most had never engaged in peer observation before. All relate positive outcomes and offer constructive feedback. Start here Rest here Data cloud #2 – Discipline peer’s observations of teaching Data cloud #1 – Teacher’sself-assessment – reflections on teaching in observed sessions Briefing | Observation | Debriefing Second Observation Find a peer from your discipline and attend an experiential workshop on peer-observation Data cloud #4 – Students’ evaluations of teaching & learning outcome testsfrom observed sessions Group Debrief: Ideas #2 & feedback #2 Group Debrief: Ideas #1 & feedback #1 Observer Briefing: Learning objectives #2 Data cloud #3 – L&T expert (external) peer’s observations of teaching Observer Briefing: Learning objectives #1 Reports & analysis of evidence First Observation Briefing | Observation | Debriefing

7. Why it is good to take part • Advanced teacher • Evidence for grants, awards, promotions; service • Discipline focused academic • Evidence for staff review, communities of teaching practice, development ideas • Would like mentor assistance • Ideas on design, increasing course and teaching effectiveness, help to address student issues Steve Drew Christopher Klopper

8. Hard evidence As an outcome of a 2 year, level 2 GGLT project to develop PRO-Teaching within SEET 2010-2011 more than 70% of staff undertaking peer observations showed improvements in their SETs and SECs in the courses involved. Is this something that your school would like to invest in? Steve Drew Christopher Klopper

9. Activity – Time to Debrief! • What worked? • What didn’t? • What would you do differently? Steve Drew Christopher Klopper

10. How to get involved and who to contact • Create a dyad with a trusted colleague • Work out what course(s) and times you would like to open classes to observers • Send an email to your local PRO-Teaching Administrator, KirstyMallittk.mallitt@griffith.edu.au • We will organize a training session and get you started Steve Drew Christopher Klopper