Peer Observation

Definition
Peer observation is about teachers observing each other’s practice and learning from one
another. It can be formally defined as “a process whereby a teacher participates as an observer in
a lesson taught by a colleague for the purposes of exploring the learning and teaching process
and environment and where this ‘observation’ leads on to reflection and discussion, with the
underpinning long-term aim of improving students’ learning”. (Bennett & Barp, 2008, p. 559)
Peer review of teaching is a broad concept that includes an array of practices, including the
assessment of teaching dossiers, syllabi, assignments, student and course evaluations, personal
reflections, and peer observation.
Peer review of teaching is used for both summative and formative purposes. Summative peer
review of teaching is geared towards generating information needed to evaluate teaching for
human resource-related purposes (e.g., tenure and promotion). As summative reviews are
evaluations with a defined purpose in mind, they tend to cover broad categories, and offer a
comparison to peers. Formative assessment, in the context of the peer review of teaching, refers
to activities and processes that provide instructors with specific feedback that they can use to
improve their teaching practice. The feedback generated from formative assessment is intended
to provide instructors with robust and detailed insights into their teaching. As Chism states,
formative assessment of teaching is “the basis for the development of effective teaching
throughout one’s career”

Three Models for Peer Observation

A review of the literature demonstrates that there are three basic models of peer observation of
teaching usually conducted within higher education institutions. Gosling (2002) captures these
models as follows: 1) an evaluation model, where the primary purpose is to provide summative
feedback for the purposes of appraisal or quality assurance; 2) a developmental model where
the overarching goal of observation is improving teaching and learning; and 3) the peer review
model, where self- and mutual- reflection are emphasized, resulting in formative feedback. As
described by Siddiqui et al. (2007), the “essence of the peer-review model ... is that teachers
observe each other, often in a reciprocal process”

The Goals and Benefits of Peer Observation of Teaching

Martin and Double (1998) identify the six main aims of peer observation as:

1) improving or developing an understanding of personal approaches to curriculum delivery;

2) enhancing and extending teaching techniques through collaboration;
3) expanding personal skills of self-reflection and evaluation;
4) developing curriculum planning skills in collaboration with peers and colleagues; and,
 5) identifying areas in teaching practice with particular merit or in need of development.

Other practical benefits of peer observation that this process can additionally reaffirm
teaching skills, provide developmental feedback and ultimately maintain high standards
in undergraduate teaching, for example. Peer observation in its collaborative approach
may also play a role in contributing to strong departmental teaching climates and cultures

Procedures used for peer observation

The purpose of observation is to learn from the observation experience. In order to do this, the
observer cannot simply depend on memory. Procedures are needed that can be used to record
information about the observation. We have made use of the following procedures, depending on
the purpose of the observation.
1) Written narrative
This technique involves a narrative account of the lesson as a whole. In the present context,
however, the narrative is written by the observer rather than the teacher. The observer tries to
provide an account of the main structure and development of the lesson, the kinds of activities
the teacher employed, and the significant time periods within the lesson. In carrying out a
written narrative it is important not to try to describe everything that happens during the lesson.
The language used should be objective and precise, and any form of evaluation should be
avoided.
• Advantages; A written narrative provides a broad picture of a lesson and can be useful in
helping to see what the structure of the lesson was like and how the teacher implemented or
departed from his or her lesson plan.
• Disadvantages; .Many aspects of the lesson are difficult to describe accurately in real time,
such as the actual language that was used during a teacher-student exchange.
2) Field Notes
Field notes consist of brief descriptions in note form of key events that occurred
throughout the lesson, including interpretations of incidents where relevant. Taking notes
is an informal way of jotting down observations of events as they occur. Notes are
sometimes time-based (e.g., notes are made at regular intervals, such as every 5 minutes,
using an observation form that identifies the time intervals that are being described), or
they may be linked to the key activities that occurred during the lesson (e.g., the teacher's
setting up and explanation of an activity, the teacher's comments on an activity after it has
been completed).
• Advantages; .Taking notes is a flexible way of observing a lesson. When significant things are
happening, the observer notes down relevant in-formation. When relatively little is happening
(e.g., when students are silently reading a text), the observer can focus on something else (e g.
noting down how often students used their dictionary during a reading activity).
• Disadvantages; .The information collected may be insufficient to capture what is really going
on in the lesson.
3) Checklists
A checklist is a structured inventory listing features of a lesson that the observer completes as he
or she observes the lesson.
• Advantages; .A checklist is highly focused and relatively easy to complete. .It provides a
systematic way of collecting information on specific aspects of a lesson.
• Disadvantages; .Some aspects of a lesson are difficult to identify using a checklist. Checklists
sometimes focus on trivial aspects of the lesson and fail to account for much of what happens.

Implementing Peer Observation

The following guidelines have proved useful for implementing peer observation:
• Select a colleague to work with. This may be a teacher who is teaching the same course or
using the same textbook as you, or you could observe a teacher teaching a different kind of
class, depending on mutual interest.
• Each teacher takes turns at teaching and observing, as follows:
1. Arrange for a pre-observation orientation session. Before each observation, meet to
discuss the nature of the class to be observed, he kind of material being taught, the
teacher's approach to teaching, the kinds of students in the class, typical patterns of
interaction and class participation, and any problems expected. The aim of these
discussions is for the observer to understand the kinds of issues the teacher is facing and
to learn more about the class and what its particular circumstance or problems are. The
teacher who is teaching the lesson should also identify a focus for the observation at this
stage and set a task for the observer to carry out. The observer's role is to collect
information for the teacher that he or she would not normally be able to collect alone. It is
important to stress that this task should not involve any form of evaluation.
2. Decide on observation procedures to be used and arrange a schedule for the observations.
3. Complete the observation using the procedures that were agreed on.
4. Arrange a post-observation session. Meet as soon as possible after the lesson. The
observer reports on the information collected and discusses it with the teacher.

Twelve Tips for Peer Observation of Teaching

The following are 12 tips for a better peer observation given by Zarrin Seema Siddiqui,
Diana Jonas-Dwyer & Sandra E. Carr;
1. Choose the observer carefully
 The observation process should be a collaborative effort among colleagues who trust and
respect each other. .Therefore, careful consideration is required in choosing the observer.
For example, academic rank may influence the process, if a good rapport does not exist
between the colleagues.
2. Set aside time for the peer observation
The process of peer observation comprises three stages: pre-observation; observation;,
and post-observation. The pre-observation stage involves discussing the process and
gaining an understanding of the session to be observed. The second stage is the actual
observation. The post-observation stage involves reflection and debriefing. These three
stages require approximately 45-60 minutes both before and after observation, plus the
duration of the observed session.
3. Clarify expectations
It is helpful to meet before the observation and clarify the roles of the observer and the
observed teacher, and to agree on the process and evaluation criteria. This will help to
alleviate concerns about the observation process Another way to reduce the anxiety is for
the novice to observe the more experienced peer’s session prior to their session being
observed.
4. Familiarize yourself with the course
Review the learning outcomes, type and content of learning resources, and the number of
students in the course. If it is available, review previous student feedback about the
course prior to the observation (Goody 2005). This information can be used later, in
conjunction with your own observations.
5. Select the instrument wisely
A range of instruments is identified in the literature (Beckmanet al. 2003; Fry & Morris
2004; Bell 2005). Many universities conduct their own evaluations of teaching units,
which might offer assistance, either by allowing the development of an instrument from
their existing item pool, or by providing a pre-existing instrument for the observation. If
selecting instruments for an observation session, the emphasis should be on selecting the
ones that match your session format.
6. Include students
If a large class is being observed, an observer may not be noticed. In cases of small
groups, such as tutorials or problem-based learning, the presence of and observer can
cause anxiety among students. It is best to inform students beforehand that there will be
an observer present, and explain that the observer is not there to assess the students;
rather, they are there as part of the professional development of the academic staff.
7. Be objective
While you are observing the session, work within the previously agreed
observational framework (see Tip 3). It is equally important to consider the students’
perspectives; for example, observe whether they are enthusiastic or bored (Bell2005).
You should make notes during the observation—this information will be useful when
providing feedback to your colleague.
8. Resist the urge to compare with your own teaching style
 Being peers does not necessarily mean that the two of you will have the same teaching
style. Concentrate on the teaching style of the person and the interactions that you
observe.
9. Do not intervene
Whilst observing, you may feel like intervening at times. However, it is important to
remember that your role is just to observe. You may not know what the observed teacher
has planned. If an observer intervenes, an uncomfortable situation may arise. This can
reduce the credibility of observed teacher in the students’ view and may lead to resistance
towards peer observation. As Slade (2002) pointed out, it is harder to observe than to be
observed.
10. Follow the general principles for feedback
This is the crucial step in the process. Observation itself does not lead to improved
teaching; rather, it is the process of debriefing and feedback that is so helpful. Encourage
the observed teacher to articulate their experience of the session. Self-reflection helps to
create a positive learning climate, which in turn encourages discussion. Inform your peer
about their strengths and identify areas where improvement may be required. Avoid any
direct advice about future actions unless the observed teacher requests it (Munson 1998).
Discussion, in the form of questions and comments, will encourage the observed teacher
to explain their intent, and give them an opportunity for them to reflect and to enact
subsequent change. Schon (1987) describes a ‘reflection on action’ approach that
involves thinking about what has happened, what may have contributed to that event,
whether appropriate actions were taken, and how the event may affect future practice.
11. Respect confidentiality
It is important to respect the confidentiality of this relationship, and both peers should
show integrity and maintain the highest professional and ethical standards. It is likely that
your observations will lead you to make judgments about the person’s teaching abilities,
but these thoughts should not be shared or discussed with colleagues.
12. Make it a learning experience
Giving supportive feedback and constructive advice is an extremely challenging skill
(Cosh 1998). The observational experience is a great learning experience for the
observer, who can build or enhance skills such as teaching techniques, managing
students, and asking questions. Complete the observation process by sending a note of
thanks to the observed teacher.

Conclusion
Peer observation can help teachers become more aware of the issues they confront in the
classroom and how these can be resolved. Observation can also help narrow the gap between
one's imagined view of teaching and what actually occurs in the classroom. By engaging in non-
evaluative classroom observations, the responsibility of professional development can also shift
from others (supervisors, peers, etc.) to the individual teacher. Because observation involves an
intrusion into a colleague's classroom, procedures for carrying out observations need to be
carefully negotiated between the participating parties. Having an observer in one's class is always
something of a threatening experience because the teacher is now "on show." Assigning the
observer a non-evaluative task goes some way toward minimizing the sense of threat, as does
pairing teachers by choice and letting them negotiate the goals and procedures for observations.

Sources
1. Centre for Teaching Support & Innovation. (2017). Peer observation of teaching:
Effective practices. Toronto, ON: Centre for Teaching Support & Innovation, University
of Toronto.
2. Richards, J., & Farrell, T. (2005). Peer observation. In Professional Development for
Language Teachers: Strategies for Teacher Learning (Cambridge Language Education,
pp. 85-97). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511667237.008
3. Zarrin Seema Siddiqui, Diana Jonas-Dwyer & Sandra E. Carr (2007)Twelve tips for peer
observation of teaching, Medical Teacher, 29:4, 297-300,
DOI:10.1080/01421590701291451To link to this article:
https://doi.org/10.1080/01421590701291451Published online: 03 Jul 2009.Submit your
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