Guidelines for Peer Observation of Learning and Teaching

Notes prepared by Dr David Gosling,

Head of Educational Development Services
University of East London

For ESCalate Regional Networking Seminars

Introduction
These guidelines have been prepared to enable schools of education or education departments to undertake peer
observation of learning and teaching. They are designed to assist departments to put in place a process whereby
all staff are able to have feedback on their teaching from colleagues in advance of Subject Review. They also can
form the basis for a longer term process of peer observation.
QAAHE have made it clear that when a department has a good peer observation process operating that this will
reduce the need to carry out comprehensive observation of teaching during the Subject Review visit. These
Guidelines have been designed taking into consideration QAAHE's advice to Reviewers and are consistent with
QAAHE's approach to the observation of teaching.
These Guidelines are designed to have general applicability to any department undertaking observation of learning
and teaching, but the particular circumstances and the requirements of specific subjects will almost certainly mean
that there will be variations in practice between departments and subject areas.
Objectives

To assist departments in providing a high quality educational experience for its students
*
To enhance the importance attached to quality of teaching
*
To encourage all staff to reflect on the effectiveness of their own teaching and
identify their development needs
*
To foster discussion and dissemination of best practice
*
To increase staff awareness of the whole student experience
*
To identify any weaknesses and put in place an action plan to remedy them
*
To help staff prepare for a QAAHE Subject Review

Stages
1. Planning for Peer Observation of Learning and Teaching
2. Holding Pre-Observation Meeting
3. Observing Learning and Teaching - Criteria and Methods
4. Holding Post-Observation Feedback Meeting
5. Individual Action Plans
6. Departmental Summary and Departmental Action Plan
7. Staff Development
1.

Planning for Peer Observation of Learning and Teaching

1.1 Departmental planning

A meeting in which the process is discussed with all staff is essential in order to address the concerns that staff will
have and to make decisions on between some alternative strategies.
Some of the issues that will need to be considered are as follows:

How will staff be grouped to undertake the peer observation (see section 2 below)

will any external observers be required in specialist areas?

will any other peers from outside the department need to be involved?

how will student feed-back be obtained?

what forms of teaching and learning should be included in the process?

1.2
Principles
Some general principles of the scheme as proposed here will also need to be explained and discussed:

The principle of confidentiality in the feedback to individual staff;

The separation of this process from other university processes such as those for probationary staff, for under
performance or promotion, or as part of the appraisal scheme;
he emphasis on development rather than judgement;
he involvement of all staff with teaching responsibilities, whatever their grade or status.
1.3 Alternative Models for Peer Observation
Some alternative models that may be considered:
Peer Triads : Department is divided into groups of threes; all staff in the department attends a staff development
session on observation of teaching; each member of the group observes the other two members of the group and
provides individual feedback; they meet as a group to identify general/common issues; one member from each
group represents his/her group's views with other group reps; overall report is distilled from comments and
discussion of the reps and discussed/agreed in whole department meeting,
Pairs with External Sampling: Staff are grouped according to subject interest and then divided into pairs. Each
member of a pair observes the other member and an external observer samples across the group. The group meets
with the external observer to agree common issues which are forwarded to the department.
Internal Panel: A group of selected staff within the department receive staff development on observation of
teaching; each member of the internal panel observes a selection of staff (and is observed him/herself) and
provides individual feedback; the panel agree general issues and write report.
Mix of Internal and External Panel: As above, except that the panel includes some observers from outside the
department; these may be drawn from educational development unit if there is one or from external peers.
For example an internal panel may carry out observations of staff within the department and are themselves
observed by the external(s).
When staff are formed into small groups (say triads) for the purposes of peer observation-. these groups could be:
- self-selected
- grouped according to cognate subject groupings nominated by head of department or
her/his nominee(s).
There are advantages and disadvantages of each of these methods.
1.4
Observing a Variety of Teaching and Learning Activities
1.4.1 Sampling
Any process of this kind involves sampling a range of examples of learning and teaching across the department
and as such the principles which guide any form of sampling apply. The sample should include, as far as is
possible, the full range of different types of teaching and learning activities undertaken by the department and not
just teacher-led lecturing. The full range of different programmes of study and across all levels - from level one
(or level zero) to taught doctorates - should be sampled.
1.4.2 Confidentiality
Particular attention will need to be paid to the method of observation that is appropriate to particular forms of
teaching. For example, there may be sensitivities concerning sampling classes/tutorials that involve some form of
counselling, or when confidentiality is important. It will be necessary in these circumstances to consult fully with
the students and to obtain their agreement for the observer to be present.
1.4.3 Resource-Based Learning
When the class is working primarily on resource based learning, for example in a computer lab, the observer will
need to move round the class and observe student activities. In these circumstances it is particularly important to
make sure that the students understand the role of the observer before any individual discussion with students takes
place. It will be appropriate to talk to students about what they are doing in order to understand the activity being
undertaken.
1.4.4 Workshop Observation
When students are working for long periods on projects or practical activities, it is acceptable that the observer
should not observe complete sessions. The observer should sample some teacher-led activities (openings,
discussions, explanations etc.) and also observe student work, It will be appropriate to talk to students about what
they are doing in order to understand the activity being undertaken, providing students understand the role of the
observer.

1.5 Timing
Departments thinking about implementing observation of teaching for Subject Review, the process should be
timed to occur not later than in the semester/term prior to the semester/term in which the internal Subject Review
will occur. Ideally the process should start much earlier. Although it is possible for observation of teaching to be a
continuous process which can occur throughout the year, in practice it is often preferable to identify a specific
period of say two to three weeks in which the bulk of the observations will occur. This enables more systematic
planning of timetables for the observers, organisation of feedback to the department and greater sense of purpose
and achievement.
If, however, the process is planned to take place over a longer time scale, there needs to be a specific target date
when all observations will have been completed and evaluation reports submitted.
1.6 Responsibility
Normally the Head of Department will have overall responsibility of ensuring that the process is completed
thoroughly and professionally, but a senior staff member can be given responsibility for the day-to-day
organisation of the process. Duties will include:

Liaise with educational development unit if there is one;

rganise meetings;
Ensure that the sample is adequate;
nsure that all staff in the sample are allocated to peer groups/pairs and observed;
ct as an arbitrator if any difficulties arise;
Receive evaluation reports from the panel or groups;
Draw-up the departmental report.

2. Pre-Observation Meeting / Discussion

The pre-observation discussion between the observer and colleague whose teaching is being observed is essential
to the success of the whole process. Try to meet beforehand, but if this is not possible then a telephone
conversation or an e-mail dialogue may be sufficient. An important function of this meeting is to establish trust,
deal with any anxieties felt by any of the parties, and give reassurance.
The pre-observation discussion should cover the following:
he specific learning objectives for this session (e.g. knowledge and understanding, key (transferable) skills,
cognitive skills and subject specific, including practical/professional skills);
he teaching approach to be adopted, anticipated student activities, approximate time plan for the session;
he context of the teaching (room, timetable, the status and history of the student group, any particular
constraints or opportunities);
How the observation is to be conducted (time of arrival and leaving, any focus to the observation, where you
will sit, any specific ways in which data will be collected);
he time and place of the observation and feedback;
he content and its place within the curriculum of the unit and the programme of study;
ny potential difficulties or areas of concern;
he way in which the students will be informed and incorporated into the observation;
ny particular aspects that the tutor wishes to have observed;
ny particular concerns that either the observer or the observed might have about undertaking the
observation.

3. Observing Learning and Teaching - Criteria and Methods

3.1 Criteria
The criteria of good teaching should emerge from the critical self-assessment carried out by the Department and
agreed by teaching staff. The model of a good tutor can vary to some considerable extent between different
institutions. Observation should not become a process of checking performance against a check-list which cannot
encompass all the complexities of the teaching situation. The pre-observation meeting between observer and tutor
should explore which criteria are appropriate for the circumstances of the lesson to be observed.
Nevertheless some common features do exist across almost all learning situations and these can be used to provide
feedback. (See Observation Notes below)
Openings and Closings
All sessions should have a clear introduction which indicates the aims and learning outcomes of the session and
time plan. The session should be closed within the timetable time with some kind of conclusion or summing-up,
summary of learning outcomes achieved and setting of work/reading for students to complete their study time.
Planning and Organisation
The class begins and ends on time; planned activities occur within the time allowed, there is evidence of planning
of student learning; the tutor addresses the particular learning outcomes that students are expected to achieve, that
these relate to the overall aims and objectives of the unit/course, and that these outcomes are communicated to the
students.
Methods / Approach
The approach to organising and stimulating student learning is suitable to achieve the learning objectives set. The
method adopted is justifiable in comparison with alternative approaches which may be taken. The approach
ensures adequate student participation which is planned and not incidental. The approach is explained to students
and understood by them.
Delivery and Pace
In a tutor led session: the pace and delivery is appropriate for the students present; sufficient time is given to
explain key concepts; neither too rushed nor too slow.
In student led activities: explanations to students of activities were well paced; sufficient time was allowed for
student activities.
Content
The tutor demonstrates a good command of the subject being taught; the content is appropriate to the level being
taught and the needs of the students, is up-to-date and accurate; the tutor is able to respond to students' questions,
provides authoritative and accurate guidance on reading and further study.
Intellectual stimulation: the class is conducted in a constructive learning environment in which the material of the
lesson challenges the students and encourages them to develop their skills and move beyond their existing levels of
understanding.
Student Participation
Students have opportunities to participate in the learning process in an active way that promotes their
understanding, which gives them an opportunity to ask questions and relate the material to their own learning
development.
Use of Appropriate Learning Resources
Which learning resources are appropriate depends very much on the topic being taught examples include texts,
video and film, visual material such as posters, pictures, diagrams, samples, computer based learning packages,
multi media packages. Good teaching does not necessarily involve high tech equipment, more important is having
the right stimulation for learning. The students' own knowledge and experience is often the most valuable
resource.
Use of Accommodation and Equipment
Best use is made of the accommodation and equipment available; suitability of the room/lab/studio for the type of
learning activity being undertaken; seating arrangements are effective; any health and safety issues have been
identified and dealt with.
Overall Style and Ambience

Good communication with students: the tutor can be heard and understood clearly; the tutor communicates an
enthusiasm for the subject; is lively and encouraging to students. Explanations are given at the appropriate level in
clear language.
Respect for students own culture, language and religion: the diversity of the student body requires staff to be
sensitive to the different cultural backgrounds of the students.
Rapport with students: students are encouraged by the tutor, a good relationship exists with the group and students
receive positive feedback.
Acknowledgement of students special needs: where students have special needs or disabilities the tutor takes
these into account and accommodates those needs in the presentation of material and in his/her response to the
students.
Other specific criteria will apply in particular teaching situations. In learning sessions which are student-led or
rely on resource-based learning (e.g. in computer labs) there will need to be some specific criteria which relate to
the objectives of the session.
(Please use the KLI proforma for the purposes
for Observation Notes based on the above categories)

of Microteaching. See Appendix 1 for a proforma

3.2 Observing Learning and Teaching

Students need to be incorporated into the observation as a matter of courtesy and good practice. Students need to
be informed about the observation in advance, and the following information given to them:

he purpose of the observation is to assist in the development of professional skills, and the focus of the
observation will be the work of the tutor;
he observer will not participate in the session as this changes the focus of the activity and reduces the
observer's capacity to comment on process; and
n student-led sessions it may be appropriate for the observer to discuss the students' work with individual or
groups of students.

The tutor needs to:

Prepare the students for the presence of the observer;
Settle the learning group with the observer present;
Identify if, in any part of the session, the observer will talk to students;
Work effectively with the learning group, ignoring the presence of the observer;
Incorporate the comments of the students in relation to the usefulness of the session (this could be a short
discussion; feedback on most/least useful aspects of session; short questionnaire or comments on paper to be
collected - process to be agreed with observer)
The observer needs to:
e discreet and diplomatic in the learning group;
Sit where they are not in the overt line of vision for the tutor or the group, but at the same time they need to be
able to see both the tutor and the group;
Take brief notes when necessary, and ensure that these notes relative to the enabling of learning rather than the
content of the session;
Carefully observe the methodologies employed, the responses and interactive processes used, the ability of the
tutor to effectively achieve their aims, and the areas of successful and less-successful achievement in the
session;
The observer needs to be able to share with the tutor a reflective feedback process at the end of the session.
The observer is not to participate in the session as this can change the focus of the activity and reduces the capacity
to comment on process

4. Post-Observation Feedback Meeting

As soon as practically possible after the class has been observed, and at most within a week, the observer should
meet with the tutor to provide confidential feedback. This is essential to the success of the process and must be
handled sensitively.
In such a meeting there is a joint responsibility to keep the feedback focused and constructive, and to emphasise
that the role of the observer is not to be a judge, supervisor or superior, but rather to encourage reflection on the
lesson observed. To this end the observer needs to be aware of the tone of voice, language and body language, to
ensure that the feedback is not perceived as confrontational or judgmental. On the other hand, real issues where
they are perceived to exist must be raised and not avoided for the sake of a quiet life.
Good feedback will:
llow the tutor to describe the class and' say how they felt the lesson went before the observer makes any
further comment. The tutor might reflect on whether the observation process had affected the session in any
way, for example, in his/her behaviour or that of the students;
Positively state what the observer considers the tutor to have done with skill, insight, competence, etc. The
observer will provide evidence or instances of any claims made;
Identify what did not appear to be so successful, or any areas in which some difficulties were observed. Again
it is important that specific instances are cited as evidence for any comment about what did not go so well.
Rather provide the opportunity to discuss the issues raised;
ot apportion blame, but provide adequate opportunity to discuss any matters of concern to the tutor about the
lesson or about the observation process;
Provides an opportunity to identify constructive solutions to any agreed difficulties, including sources of
professional development and support;
Focus on particular issues rather than allow generalised description or evaluation.
Where it is requested, the member of staff observed will receive a written account of the observation which will
summarise the feedback discussion.
5. Individual Action Plans
Where there are substantial weaknesses observed, it is possible to use an Action Plan to identify any follow-up
actions needed and a date when a further observation may be undertaken. Whether this can be made to work
depends a good deal on the culture of the department and the institution.
(See Appendix 2 for an example Action Plan Pro forma)
6. Department Summary and Action Plan
It is helpful to find a way of summarising the outcomes of the process to inform future staff development and
provide evidence to QAA that the process has taken place and is embedded in the department's procedures.
It is essential to acknowledge that any process of observing teaching involves sampling from a much longer and
more complex process - namely the students' learning experience with the department. Only a small part of this
process (i.e. teaching and learning activities within contact hours) is amenable to observation and only a small
number of instances of teaching will be observed. For this reason alone it is necessary to be cautious about
judging the teaching standards of the department.
Any summary report will therefore need to be written in general terms, giving a descriptive account of the sessions
observed and an indication of the strengths and examples of good practice observed, and some 'points for
consideration'. This latter section will suggest any issues that the team of observers believe, on the limited basis of
the classes observed, the department should reflect on and consider whether there are indeed grounds for
development in relation to these issues.
Particular care will be given to focusing the report on issues which the QAAHE assessors are
known to be looking for, as identified in the QAAHE Guidelines.
No individual lecturers should be named in the report and there should be every effort to phrase
the report in a way which does not enable individual lecturers to be identified.
The purpose of the report is to facilitate the department's preparation for Subject Review and HEFCE Assessment,
to encourage reflection on teaching and learning, and professional development - not to pass judgement.

(See Appendix 3 for a sample Departmental report pro forma)

7. Staff Development
As a result of the process of observing teaching and producing the Departmental Action Plan, clear staff
development targets should be set in consultation with the Head of the Department or School and any educational
development unit. It is essential to identify who will undertake, or assist in, the delivery or the facilitation of the
staff development.
D Gosling, EDS/IJEL, May 2000
Appendices
Appendix 1
Observation Notes
This proforma is designed to help you undertake observation of peers and may be used in a variety of teaching and
learning sessions - both tutor-led sessions and students' independent learning sessions.
Pre-observation Meeting / Discussion
Note here the information you gathered from the pre-observation meeting.

The Session being observed

Observer

Member of staff

Subject

Course / Unit / Module

Length of session

Observation Time

Level/Year

Mode (FT/PT)

Number of students at session

Type of activity (e.g. lecture;

Title of Topic

seminar; tutorial)

Introduction
Were the objectives of the session made clear to the class? Were the anticipated learning outcomes for the session
identified? Did the class begin on time? Was the structure of the session clear?

Summative comments
Planning and Organisation
Did the tutor relate the session to previous sessions and set it in the overall context of the Unit/Module? Did s/he
set out the structure of the session at the start? Did the session appear to be well-planned and organised

Methods/Approach
Were the methods/approach taken suitable to achieve the learning objectives set? What other
alternative approaches could have been taken?

Delivery and Pace:

Did the pace and delivery seem appropriate for the students present? Were any aspects, in your view, dealt with
too briefly/with too much elaboration? Did the session seem rushed/too drawn out?

Content
Where you feel qualified to make comment, did the content seem accurate, up-to-date? Were examples given?
Was the session pitched at the appropriate level for the students present? Did the content match the needs of the
students?

Student Participation
Were students invited to participate? How was participation managed? Did it appear to be carefully planned?
Did participation enable the tutor to check the students' understanding of the material/approach?

Use of Learning Resources

Were OHTs used? Were they professionally produced and free from error? Were they clearly produced and in a
suitable font size? Were other resources used, e.g. slides, video? Did the students get hand-outs? Were they wellproduced? Did the resources contribute to the session or detract from it?)

Use of Accommodation
Was the accommodation suitable for the session? Were the seating arrangements appropriate? Did there appear to
be any Health and Safety issues?

Overall style and ambience

Did the tutor appear confident in delivery? Did s/he convey enthusiasm? Was s/he clear and audible? Did the
session seem to "go well"? Was there good rapport with the students? Were students attentive/bored? Did they
seem to "engage with the session"? Did the tutor have good presentation skills? Was there good eye contact with
students? Did the tutor seem sensitive to the "mood" of the students?

Summary
Summarise the main points which you wish to feed back to the teacher. Identify key strengths and areas that need
attention.

Appendix 2
Post Observation Individual Action Plan
Name
Observer
Date
Strengths to build on

Agreed areas for further development

Responsibility for development actions

Identify here where there others have responsibility for following-up on any identified actions

Programme for development actions

Identify here what actions are to be taken by the staff member e.g. further reading, planning, consultation,
attendance at staff development/training
Action

Appendix 3
DepartmentalSummaryReport
Name of Department/Subject Area
Date of Observation Period
Observers (where this is not the whole department)
Number and type of sessions observed

Date to be achieved

General response to the observation of teaching exercise

Comment on response of staff to the peer-observation, any difficulties that were encountered, any areas of work
not covered, whether feedback was always given

Summary comments on learning and teaching in the department/subject area

Comment on overall quality of sessions observed, qualities of staff and students, quality of the students'
educational experience. Identify any particular characteristics of the student profile that influence learning and
teaching.
Timing of sessions, punctuality and attendance.
Organisation and planning; pacing of teaching overall; response of students; student participation.
Range of learning experiences observed; is there too much reliance on particular types of teaching?
Use of learning technologies and learning resources. How well integrated are these into teaching session?
Quality of accommodation overall - identify any particular rooms, labs or studios that give rise to concern.
Overall impression of staff responsiveness to students' learning needs, their enthusiasm, subject expertise and
commitment.

Areas that need further consideration by the department

Identify here any matters of concern which emerged from the peer observation of teaching and indicate where
improvements are required. Do not identify individuals but consider the issues to which staff need to give further
consideration.

Actions to be taken by the department

Action

date to be achieved

Actions by any others

Identify any other issues which require a response by anybody outside the department.
Identify staff development needs.