Can Peer Observation Improve Teaching?

Starter Item

This discussion topic has been prompted by responses to the question, "Is peer observation a useful tool to improve teaching or an excuse to spy on lecturers?", which appeared in the Times Higher Education Supplement 'Agony Aunt' column of 17 September, 1999.

Well, what do you think? Here are some further questions to ponder:

• What has been your experience as the observed, the observer or both?
• What should be the process of observation? How should it to be organised and conducted?
• What are the qualities desired of an observer?
• What are the links, if any, between peer observation and student feedback?
• Who should have ownership of the outcomes of peer observation?

In relation to this topic, you may wish to read the following:

• Peer Coaching: An innovation in teaching (Jon'a Meyer and Tara Gray)
• Peer Review of Teaching (University of Wisconsin)

Summary of Readers' Comments

It was suggested that a pre-observation conference is essential because it "sets the scene, establishes and clarifies purpose, creates a rapport between observer and observed, the observed may suggest areas he /she would like the observer to take special note of, etc."

Some concern was expressed about the "negative baggage" which peer observation may carry in the eyes of staff. One way of possibly overcoming this problem is to include peer observation as part of learning and teaching courses for staff.

One writer thought that peer review was welcomed by the majority of teachers and should be made compulsory. This writer went further to say that the outcome of an observation should not necessarily be confidential - senior staff in a line manager role should have access to this.

Readers' Comments

For full text, see deliberations-forum archive - Sept/Oct 1999.