{"id":208,"date":"2017-03-15T13:15:23","date_gmt":"2017-03-15T17:15:23","guid":{"rendered":"http:\/\/blogs.shu.edu\/centerforfacultydevelopment\/?page_id=208"},"modified":"2017-06-16T15:08:06","modified_gmt":"2017-06-16T19:08:06","slug":"peer-teaching-observation-program","status":"publish","type":"page","link":"https:\/\/blogs.shu.edu\/centerforfacultydevelopment\/peer-teaching-observation-program\/","title":{"rendered":"Peer Teaching Observation Program"},"content":{"rendered":"

The Center for Faculty Development
\n<\/strong>Peer Teaching Observation Program
\n<\/strong>Guidelines<\/strong><\/p>\n

The Peer Teaching Observation Program (PTOP) is intended for faculty members at any level and in any type of position who would like confidential, formative feedback about their teaching. Many institutions offer this kind of faculty support; it gives instructors the chance to gather suggestions and ideas to improve their teaching in a way that is informal and low stakes, and the instructor may use the assessment in any way s\/he sees fit. This is not intended to replace the official observations done by departments, but rather it is intended to complement those.<\/p>\n

The sole purpose of the Seton Hall University Peer Teaching Observation Program (PTOP) is to provide faculty members with confidential, formative feedback to improve their teaching effectiveness.\u00a0\u00a0 Therefore, feel free to adapt any of the material below to suit the individual needs of the observer or the person being observed (i.e., the instructor).\u00a0 These are suggestions, not requirements.<\/p>\n

Observers will receive a $200 honorarium at the conclusion of the process.<\/p>\n

\u00a0Suggested<\/strong><\/em> PTOP Process:<\/strong><\/p>\n

    \n
  1. Pre-observation meeting \u2013 about one week before the class session, the colleagues meet to:\n
      \n
    1. Review the course syllabus and the course learning objectives, assignments, assessment methods, and teaching strategies. The instructor may, if s\/he would like, also share examples of completed student work.<\/li>\n
    2. Talk about the instructor\u2019s objective(s) for the observed class session.<\/li>\n
    3. Highlight the types of learners in the class (e.g., majors\/non-majors, year, anyone with accommodations from Disability Support Services).<\/li>\n
    4. Convey the expected method of instruction (e.g., lecture, exercise, case).<\/li>\n
    5. Discuss the instructor\u2019s goal(s) for the observation (i.e., what kind of feedback is sought).<\/li>\n
    6. Review the rubrics to be used for the observation.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
        \n
      1. Peer observation visit \u2013 the peer observer attends the class session selected by the instructor and completes the observation rubrics.<\/li>\n<\/ol>\n
          \n
        1. Instructor self-reflection \u2013 as soon as practical after the class, the instructor uses the same observation rubrics to assess her or his own performance.<\/li>\n<\/ol>\n
            \n
          1. Observer write-up \u2013 Within about a week, the observer completes the observation rubrics (see below) and writes confidential, formative feedback for the instructor. The write-up should highlight what the instructor did well, so s\/he can build upon these strengths, as well as areas where improvement may be needed.\u00a0 Specific and constructive suggestions should be included.<\/li>\n<\/ol>\n
              \n
            1. Post observation meeting \u2013 As soon as practical, the colleagues meet to discuss the peer evaluation and the self-reflection, and to develop an action plan to improve teaching effectiveness.<\/li>\n
            2. Program Assessment \u2013 At the conclusion of the process, both parties will be asked to complete a brief survey about their experience, which will be used by the Program Coordinator to make improvements to the program as needed.<\/li>\n<\/ol>\n

              A list of faculty who have expressed an interest in doing observations is available; this was generated based on recommendations from department chairs and\/or colleagues. Additions to that list are welcome.<\/p>\n

              If you have would like to participate in the program, whether as an observee or observer, or if you have questions, please contact Elizabeth McCrea elizabeth.mccrea@shu.edu<\/a><\/p>\n

              Seton Hall University Peer Teaching Observation Program Rubric<\/strong><\/p>\n

              (Note this is a generic template.\u00a0 Feel free to adapt this form based on the instructor\u2019s goals for the observation.)<\/p>\n

               <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
              Behavior<\/td>\nCheck all that apply.<\/td>\nComments<\/td>\n<\/tr>\n
              Instructor communicated the learning objectives of the class session.<\/td>\n___\u00a0 explicit<\/p>\n

              ___\u00a0 implicit<\/p>\n

              ___\u00a0 not observed<\/p>\n

              ___\u00a0 not applicable<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor used concrete examples and illustrations to clarify the material.<\/td>\n___\u00a0 multiple examples<\/p>\n

              ___\u00a0 one example<\/p>\n

              ___\u00a0 not observed<\/p>\n

              ___\u00a0 not applicable<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor ensured students were engaged.<\/td>\n___\u00a0 active discussion<\/p>\n

              ___\u00a0 group\/individual activities<\/p>\n

              ___\u00a0 other<\/p>\n

              ___\u00a0 not observed<\/p>\n

              ___\u00a0 not applicable<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor checked for understanding.<\/td>\n___\u00a0 used an assessment tool<\/p>\n

              ___\u00a0 asked specific questions<\/p>\n

              ___\u00a0 asked \u201cany questions?\u201d<\/p>\n

              ___\u00a0 other (please specify\u00e0)<\/p>\n

              ___\u00a0 not observed<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor linked new material to previously learned concepts.<\/td>\n___\u00a0 explicit<\/p>\n

              ___\u00a0 implicit<\/p>\n

              ___\u00a0 not observed<\/p>\n

              ___\u00a0 not applicable<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor used technology, handouts, visual aids and other supplements effectively.<\/td>\n___\u00a0 enriching<\/p>\n

              ___\u00a0 distracting<\/p>\n

              ___\u00a0 not observed<\/p>\n

              ___\u00a0 not applicable<\/td>\n

              		 <\/td>\n<\/tr>\n
              Uses respectful and inclusive language & examples (races, ethnicities, and genders).<\/td>\n___\u00a0 observed<\/p>\n

              ___\u00a0 not observed<\/td>\n

              		 <\/td>\n<\/tr>\n
              Organization of class content is explicit and logical<\/td>\n___\u00a0 well organized<\/p>\n

              ___\u00a0 hard to follow<\/p>\n

              ___\u00a0 other<\/td>\n

              		 <\/td>\n<\/tr>\n
              Finishes class with a review, summary, reflection or closing activity.<\/td>\n___\u00a0 observed<\/p>\n

              ___\u00a0 cursory or incomplete<\/p>\n

              ___\u00a0 not observed<\/td>\n

              		 <\/td>\n<\/tr>\n
              Classroom management skills.<\/td>\n___\u00a0 well controlled class<\/p>\n

              ___\u00a0 a few distractions<\/p>\n

              ___\u00a0 many management issues<\/td>\n

              		 <\/td>\n<\/tr>\n
              Time management<\/td>\n___\u00a0 well-paced<\/p>\n

              ___\u00a0 rushed<\/p>\n

              ___\u00a0 too slow<\/p>\n

              ___\u00a0 started & ended on time<\/td>\n

              		 <\/td>\n<\/tr>\n
              Instructor rapport with students<\/td>\n___\u00a0 relaxed<\/p>\n

              ___\u00a0 respectful<\/p>\n

              ___\u00a0 adversarial<\/p>\n

              ___\u00a0 distant<\/p>\n

              ___\u00a0 other<\/td>\n

              		 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

              * Note:\u00a0\u00a0\u00a0 These PTOP materials were adapted from a number of sources, including:\u00a0 http:\/\/oregonstate.edu\/cla\/sites\/default\/files\/mentoring\/peer-evaluation.pdf<\/a>; https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/peer-review-of-teaching\/<\/a>; and<\/p>\n

              Julie A. Mueller \u2013 U. of Oregon Teaching Engagement Program \u2013 tep.uoregon.edu<\/p>\n

               <\/p>\n","protected":false},"excerpt":{"rendered":"

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