{"id":9433,"date":"2023-03-24T16:37:13","date_gmt":"2023-03-24T20:37:13","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=9433"},"modified":"2024-12-08T14:54:06","modified_gmt":"2024-12-08T19:54:06","slug":"peer-observations","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/peer-observations\/","title":{"rendered":"Peer Observations"},"content":{"rendered":"<p><span style=\"font-weight: 400\">ÌÇÐÄvlog is committed to <\/span><a href=\"https:\/\/www.montclair.edu\/faculty-handbook\/regulations\/faculty-roles-and-expectations\/?\"><span style=\"font-weight: 400\">excellence in teaching<\/span><\/a><span style=\"font-weight: 400\">.<\/span> <span style=\"font-weight: 400\">Peer observation is a means of enhancing the quality of teaching and learning, and supporting effective faculty development. The benefits of successful peer observation of teaching include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Preventing pedagogical solitude by making teaching more visible and encouraging ongoing critical reflection and development among faculty about the quality of their teaching (Gosling, 2013).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fostering a community around the scholarship of teaching and learning through the diffusion of evidence-based practices (Lane et al., 2020).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Demonstrating to students departmental commitment to effective teaching practices (Sullivan, et al., 2012).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Providing qualitative evidence to supplement student evaluations which generally focus on their levels of satisfaction rather than any deep perspectives on pedagogy (O&#8217;Keefe et al., 2009).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Observations can be <strong>formative<\/strong>, offering information focused on helping instructors improve their teaching, or <strong>summative<\/strong>, focusing primarily on evaluation for personnel decisions or the like. Some observations may combine both types. Regardless of the type, observations are most valuable when they allow the instructor to <strong>see their teaching more clearly<\/strong> both in terms of what is working well and what could be improved.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Peer evaluations should be based both on class observations<\/span> <span style=\"font-weight: 400\">and review of course materials, such as syllabi, readings, and assessments, as determined by the department or program. The most effective observations follow a clear process and use a form or template developed or adopted by a department or program.<\/span><\/p>\n<h1><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/peer-observations\/observation-templates\/?\">Observation Templates<\/a><\/h1>\n<h1>Best Practices for Peer Observations<\/h1>\n<h2>Key Components<\/h2>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Selection of a <strong>mutually convenient date<\/strong>; the class to be observed should include instruction (not primarily an exam, for example).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A <strong>pre-observation meeting<\/strong> (virtual or in person) to discuss the process and provide the observer with an understanding of the context of the session to be observed, or, in the case of asynchronous online courses, to discuss the timing of the review.\u00a0 In addition, the observer should be provided with a course syllabus, relevant lessons plans and readings, and, if requested, sample responses to student work &#8212; how an instructor responds to student work in writing is a great way to understand how an instructor teaches.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The actual <strong>observation<\/strong>. <\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>In-Person Classes.<\/strong> Observer sits in the room, is briefly introduced, and quietly takes notes and observes instructor actions and students&#8217; responses and behavior.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>Synchronous Online Classes<\/strong>. Observer joins online course during session, is briefly introduced, and quiet takes notes and observes instructor actions and students&#8217; responses and behavior<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>Asynchronous Online Classes.<\/strong> Observer is added to the Canvas course as an\u00a0<strong>Observer<\/strong>.\u00a0 The Observer role allows the individual to observe all aspects of the course, including students&#8217; responses, but not to participate. \u00a0The observer should have access to the course for two to three weeks, to accommodate time for review and follow-up, as needed.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A <strong>written report<\/strong>, possibly amended after the post-observation feedback meeting.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A <strong>post-observation feedback meeting<\/strong> (virtual or in person) that entails review of the observation and an exchange of ideas between the observer and observed instructor about what went well and strategies for improvement (Siddiqui et al., 2007).<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td colspan=\"2\">\n<h3><b>Process<\/b><\/h3>\n<\/td>\n<\/tr>\n<tr>\n<td><b>Pre-observation Meeting<\/b><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Estimated Time: 15-20 minutes<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/td>\n<td><b>Observer and instructor meet to:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discuss the content and the context of the teaching session.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Discuss any relevant information about class dynamics.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Determine the particular concerns of the instructor.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Review the classroom visit and logistics (where should the observer sit, if\/how the observer should be introduced, etc.)<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><b>Conducting the Observation<\/b><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Estimated Time: Duration of class period<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/td>\n<td><b>Observer should:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Schedule time to arrive early and stay until the last student has left.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Bring a copy of the appropriate peer observation template for reference.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Conduct a \u201cfact-based\u201d observation. Record what the instructor and students do. Include quotes and examples.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Document your observations of small segments of the class.<\/span><\/li>\n<\/ul>\n<p><b>Observer should not:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide judgmental, discouraging critical feedback.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus solely on the problems observed.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Point out areas of improvement without providing suggestions for improvement.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><b>Observation Report<\/b><\/p>\n<p><span style=\"font-weight: 400\">Estimated Time: 30-60 minutes<\/span><\/td>\n<td><span style=\"font-weight: 400\">Observer should<\/span> <span style=\"font-weight: 400\">provide a written report that includes both the summary or log of the session and feedback on the class and any other materials provided. Ideally this is provided to the instructor within one-two weeks of the class observed.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Much as is the case with feedback we offer students, effective peer feedback is:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Descriptive\u2014of the actions rather than personality<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Specific\u2014rather than general<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Sensitive to the needs of the receiver as well the giver<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Directed\u2014toward behavior and action that can be changed<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Timely\u2014offered as close to the teaching event as possible<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Selective\u2014addressing one or two key issues rather than many at once\u00a0<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><b>Post-observation Feedback Meeting<\/b><\/p>\n<p><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Estimated Time: 20 \u2013 25 minutes<\/span><\/td>\n<td><b>Observer and instructor should meet soon after the session and sharing of the report for further discussion or debriefing:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Invite the instructor to begin by sharing their reflections. What sense did they have of the class and what worked and didn\u2019t work? How did class play out in expected and unexpected ways?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Solicit questions the instructor has about your report or suggestions.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Elaborate on the strengths and areas of improvement you noted.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Resources and References<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">Gosling, D. (2013). <\/span><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=edb&amp;AN=94038903&amp;site=eds-live&amp;scope=site\"><span style=\"font-weight: 400\">Collaborative peer-supported review of teaching<\/span><\/a><span style=\"font-weight: 400\">. In J. Sachs &amp; M. Parsell (eds.). <\/span><i><span style=\"font-weight: 400\">Peer review of learning and teaching in higher education: International perspectives <\/span><\/i><span style=\"font-weight: 400\">(pp. 13-31), Dordrecht Springer.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Lane, A. K., McAlpin, J. D., Earl, B., Feola, S. Lewis, J. E. (2020). Innovative teaching knowledge stays with users. Proceedings of the National Academy of Sciences of the United State of America. <\/span><a href=\"https:\/\/doi.org\/10.1073\/pnas.2012372117%C2%A0\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1073\/pnas.2012372117\u00a0<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">O\u2019Keefe, M., Lecouteur, A., Miller, J., &amp; McGowan, U. (2009). <\/span><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=a9h&amp;AN=45660240&amp;site=eds-live&amp;scope=sitelogin.aspx?direct=true&amp;db=cmedm&amp;AN=19995168&amp;site=ehost-live\"><span style=\"font-weight: 400\">The colleague development program: A multidisciplinary program observation partnerships<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">Medical Teacher<\/span><\/i><span style=\"font-weight: 400\">, 31, 1060-1065.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Siddiqui, Z. S., Jonas-Dwyer, D., &amp; Carr, S. E. (2007). <\/span><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=a9h&amp;AN=26461548&amp;site=eds-live&amp;scope=site\"><span style=\"font-weight: 400\">Twelve tips for peer observation of teaching<\/span><\/a><span style=\"font-weight: 400\">.<\/span><i><span style=\"font-weight: 400\"> Medical Teacher<\/span><\/i><span style=\"font-weight: 400\">, 29, 297-300.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Sullivan, P. B., Buckle, A., Nicky, G., &amp; Atkinson, S. H. (2012). <\/span><a href=\"https:\/\/bmcmededuc.biomedcentral.com\/articles\/10.1186\/1472-6920-12-26\"><span style=\"font-weight: 400\">Peer observation of teaching as a faculty development tool<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">BMC Medical Education<\/span><\/i><span style=\"font-weight: 400\">, 12(26), 1-6.<\/span><\/p>\n<\/div><\/div>\n<p style=\"text-align: right\"><p><em>Last Modified: Sunday, December 8, 2024 2:54 pm<\/em><\/p> EJI<\/p>\n<p><span style=\"font-weight: 400\">Adapted from <\/span><a href=\"https:\/\/ctl.oregonstate.edu\/peer-observation-teaching-maximizing-benefits-teaching-and-learning\"><span style=\"font-weight: 400\">Peer Observation of Teaching: Maximizing Benefits for Teaching and Learning<\/span><\/a><span style=\"font-weight: 400\">, by the Oregon State University Center for Teaching and Learning, which is licensed under a <\/span><span style=\"font-weight: 400\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/span><span style=\"font-weight: 400\">.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>For more information or help, please\u00a0<a href=\"mailto:faculty@montclair.edu\">email<\/a>\u00a0the Office for Faculty Excellence or\u00a0<a href=\"https:\/\/montclair-faculty-excellence.libcal.com\/appointments\/\">make an appointment<\/a>\u00a0with a consultant.<\/p>\n<p><a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2022\/08\/CC.png\" alt=\"Creative Commons License\" width=\"80\" height=\"15\" \/><\/a><br \/>\nTeaching Resources by\u00a0<a rel=\"cc:attributionURL\" href=\"https:\/\/www.montclair.edu\/faculty-excellence\/?\">ÌÇÐÄvlog Office for Faculty Excellence<\/a>\u00a0is licensed under a\u00a0<a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a><\/p>\n<p>Third-party content is not covered under the Creative Commons license and may be subject to additional intellectual property notices, information, or restrictions. You are solely responsible for obtaining permission to use third party content or determining whether your use is fair use and for responding to any claims that may arise.<\/p>\n<p><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons CC BY-NC-4.0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ÌÇÐÄvlog is committed to excellence in teaching. Peer observation is a means of enhancing the quality of teaching and learning, and supporting effective faculty development. The benefits of successful peer observation of teaching include: Preventing pedagogical solitude by making teaching more visible and encouraging ongoing critical reflection and development among faculty about the [&hellip;]<\/p>\n","protected":false},"author":328,"featured_media":9434,"parent":0,"menu_order":80,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-9433","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9433","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/328"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=9433"}],"version-history":[{"count":8,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9433\/revisions"}],"predecessor-version":[{"id":13009,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9433\/revisions\/13009"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/9434"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=9433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}