carole robinson: peer observation - making it work for lasting cpd

Eaquals International Conference, Lisbon, 21 – 23 April 2016

PEER OBSERVATION: Making it work for lasting CPD

Carole Anne Robinson, Senior Trainer, NILE

www.eaquals.org

Peer Observation

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An Overview• What is peer observation?

• Reasons for peer observation

• Barriers to peer observation

• Different types of peer observation

• Good practice in peer observation


What is peer observation?‘the process of colleagues observing others in their teaching, with the overall aim of improving teaching practice.’ Hendry and Oliver (2012) p1

‘a teacher or other observer closely watching and monitoring a (language) lesson or part of a lesson in order to gain an understanding of some aspect of teaching, learning, or classroom interaction.’ Richards and Farrell (2005) p85


Reasons for Peer Observation


Reasons for Peer Observation


To satisfy accreditation bodies

To foster a more cohesive working environment

To feed into yearly appraisals

Because it’s the ‘right thing to do’

To develop professionally

To learn about a different subject area

To observe learners from a different perspective

To learn about / reflect on a classroom technique

To have the opportunity to reflect

To be part of an action research project

To build peer-peer trust and collaboration

To develop competence

InstitutionalPersonal

Case Study 1

School X wants to implement a peer observation scheme as CPD was an area for improvement in a recent British Council inspection and it feels this would be a good way to improve this area. The DoS announces the scheme at a staff meeting and tells teachers they’ll be paired up for peer observations over the next 3 months and cover will be provided for them each to do one observation of each other.


Case Study 2

School Y introduces a peer observation scheme after consultation with teachers about what they would like to get out of it. They decide that teachers will pair up and will observe each other twice over a year. Each teacher will choose an area of their teaching they would like to focus on and this will lead on to further CPD where necessary. The teachers can decide how to organise the peer observation and will report back on how it is going during an annual appraisal.


Barriers to Peer Observation


No teacher buy-inUnclear focus and outcomesNot enough inclusionNot enough structureIsolation of teachersFear of the unknownTime and timetable constraintsNot enough trainingCover issues

1. “I don't understand the overall purpose of peer observation.”2. “ This is imposed by management!”3. “I don't understand what I should focus on.”4. “I have nothing to learn from peer observation.”5. “I don't want my colleagues judging me.”6. “I'm worried about how to conduct feedback.”7. “It'll affect the class dynamic.”8. “It'll mean a lot of form-filling.”9. “There isn’t enough time.”10. “ I don’t want someone else teaching my class.”

Setting up a Peer Observation Framework


• Objectives - Personal and Institutional (INSETT + Reflection)

• Collaboration and Planning

• Timetabling

• Observation Etiquette

• Moving forward for further CPD

Good Practice in Peer Observation

• Pre-observation discussion

• Post-observation discussion

• Documentation


Documentation

•Lesson Plans

•Observation Tasks

•Peer Observation Records

Good Practice in Peer Observation


Peer Observation LogDate Observer Observee Lesson Focus Length Observation Type

(Drop-in / Arranged)

2/07/14 Thom Kiddle Rod Bolitho MALTM Vocab & language 75 mins arranged

2/07/14 Carole Robinson Thom Kiddle History of ELT 75 mins arranged

3/07/14

Maria Heron Claudia Rey CLIL 45 mins arranged

3/07/14

Thom Kiddle Rod Bolitho MALTM Vocab & language 30 mins arranged

15/07/14

Alan Mackenzie Sandie Morau YL Maths 75 mins drop-in

17/07/14

Alan Mackenzie Claudia Rey PET/KET/CLIL 75 mins drop-in

18/07/14

Maria Heron Derek Nolan CELTA: Vocab 10 mins drop-in

24/07/14

Susi Pearson Jamie Keddie Using video in teaching 60 mins arranged

31/07/14

Maria Heron Derek Nolan CELTA: teaching Business English 90 mins arranged

www.nile-elt.com

Being Creative with Peer Observation

• Filmed observation

• Blind observation

• Pop-in observation (with red card system)

• Step-by-step observation

• Using workshop sessions


Lasting CPD

• Ownership of peer observation scheme

• Ongoing peer observation

• Leading to other forms of CPD for individuals, teams and the organisation

• Group discussion leading to in-service training


Summary

• Structure

• Simplicity

• Imagination and creativity

• Looking forward


Useful Resources•Cosh, J. (1999) ‘Peer Observation: a reflective model’ ELTJ 53/1

•Hendry, G. D. and Oliver, G.R. (2012) Seeing is believing: The benefits of peer observation in Journal of University Teaching and Learning Practice. Vol.9. Issue 1

•Quirke, P. (1996) ‘Using Unseen Observations for an In-service Teacher Development Programme’ The Teacher Trainer 10/1

•Richards, J.C. and Farrell, T.S.C. (2005) Professional Development for Language Teaching. CUP

•Richards, J. and Lockhart, C. (1991). ‘Teacher development through peer observation’ TESOL Journal, 1/2: 7 – 10

•Robinson, C. (2016) Peer Observation: Making it Effective and Achievable in English Around the World No. 3 (Russian Teaching Publication)


Thank you

Carole Anne Robinson [email protected]


carole robinson: peer observation - making it work for lasting cpd

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