8-14 February 2010

Leeds Met has a strong tradition in peer observation of teaching as a developmental and supportive process.  We expect that everyone who teaches should be observed twice per year, and observe someone else twice a year.  I'm keen to encourage groups of four or five teaching staff to get involved in observing each other to foster a collegial approach to mutual development. 

Several useful things emerge from peer observation, including:

. increased confidence of all involved, derived from feedback on being observed and good ideas picked up while observing others' teaching
. identification of good practice, so that it is more easily shared and built upon
. identification of commonly experienced problems and needs, so that these can be made the basis of staff development opportunities
. the benefit of focused 'learning conversations' between observed and observers, helping both parties to develop professional skills relating to teaching and learning.

This academic year we have been running a series of workshops by Teacher Fellows on peer observation in Faculties.  Belinda Cooke, one of those running the workshops, commented: "Observing teachers in the classroom is only one small part of what we should review: assessment practices, online delivery and module documentation are equally important.  Peer observation of teaching is exciting for the observer and often for those who are observed, and creates space as well as stimuli for professional conversations as well as renewing enthusiasm for teaching.  Participants in the workshops were very positive about the fact that the observed colleague determines and negotiates the parameters and foci for the observation."  Belinda adds that "by working with other TFs to plan and deliver the sessions I have been reminded that team teaching defies the laws of maths: 1 + 1 = 3.  In other words, two tutors together for one hour = a much more powerful learning experience than one tutor for two hours.  I think we need to do more of this routinely on our courses even if it appears to be resource-intensive."

David Moore, another workshop facilitator, added: "It's important to see POT as developmental and helpful rather than something to be wary of.  I think it's better to be observed with things you don't think you're good at, so that we see POT as a collegiate attempt to provide support and maybe learn from others, rather than some sort of hurdle or test."

We have also published a booklet on peer observation of teaching, authored by Phil Race and Leeds Met Teacher Fellows, which is intended to help with the process for both observers and observed.  Copies can be ordered from publications@leedsmet.ac.uk

Finally, if you are interested in becoming a Teacher Fellow yourself, applications for Teacher Fellowships for 2010 are now open.  The role involves School/Subject Group, Faculty and University-based activities which will contribute to the University's agenda in learning, teaching and assessment including sharing good practice, developing learning materials and participating in the University's network of Teacher Fellows, which is gaining increasing importance as a shaper of University ALT developments.  Teacher Fellows are appointed for a three-year period and attract an additional payment of £2,500.  The appointments are open to all academic staff and those involved in learning support.

The deadline for applications is 4.00 on Friday 19 February.  Further details are on the internal vacancies website.

Reflection

Peer observation can offer a mutually beneficial opportunity to improve teaching skills.  For instance, for the person being observed, it can help generate informative, confidential feedback on different, perhaps experimental, forms of communication and teaching strategy.  Resulting discussions from peer observation may help engagement in reflection, highlight potential areas for improvement, and identify modifications to practice.  Likewise, for the observer, such occasions may provide opportunities to consider what options they might deploy in the circumstances they witness.  Observation may also spark inventiveness in ways of delivering (e.g. explaining a difficult topic), questioning, interacting and setting assessment-related problems.

Recently, through observing several of my colleagues in their teaching, I perceived more clearly the value of talking about personal, authentic research experience.  Compared with occasions where colleagues described others' research (at other universities), students were more likely to: (a) listen intently (for instance, lean forward, eyes gazing); (b) take more notes; (c) question and discuss issues more openly and deeply; and (d) recognise the value and importance of personal knowledge and experience.  While these are anecdotal observations, why not test it yourself: be confident in showcasing some of your personal research experiences, and see if you can detect similar student engagement benefits.

Dr Steve Cobley
Carnegie Faculty of Sport & Education

Update

Over the next few months we will be welcoming several international visitors to the University who are experts in aspects of ALT.  Professor Gordon Joughin of the University of Wollongong, Australia, arrives on 22 March for a three-week visit.  Beverley Oliver from Curtin University, Australia, will be here from 10 May and will speak at the Scheme, Course, Award, Programme & Level leaders' (SCAPL) conference in May.  Professor Royce Sadler will arrive at the end of August and will give a keynote during the two-day ALT conference in September.   If anyone would like to arrange a meeting with any of these visitors, please contact Louise Conyard, L.Conyard@leedsmet.ac.uk.

Visiting Professor Mark Schofield of Edge Hill University will give an Inspiring Teaching Masterclass on 11 February from 10.00-12.00 in G05, Old Broadcasting House.  For further details see the ALT Calendar.

Sally Brown
Pro-Vice-Chancellor (Academic)
S.Brown@leedsmet.ac.uk