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Peer Teaching Observation Reviews

Introduction

When members of the faculty are evaluated on a summative basis for retention, tenure, promotion, or merit, reviews of the quality of their teaching effectiveness by peer faculty also shall be used by the Faculty Personnel Committee, in addition to the other materials described in Section 3.9.2.1 through Section 3.9.2.4 of the Faculty Handbook. These are called Peer Teaching Observation Reviews (PTORs). Untenured members of the full-time faculty must have one PTOR added to their personnel file each academic year. Tenured members of the full-time faculty must have two added in the interval between merit evaluations.

While PTORs will be used for summative evaluation of faculty, the quality and usefulness of these observations can be enhanced when they are derived from a process that involves an informed, collaborative conversation between the observed colleague and the peer observer. This conversation typically employs informed evidence and thoughtful analysis so that subsequent reviews provide insightful information.

It is our hope that faculty members who are observed will receive feedback and insights from qualified colleagues who understand the complexities of college teaching and that peer observers will also benefit by gaining insights into their own teaching. This has the potential to lead to improved teaching for both. In the end, however, please keep in mind that peer observations of teaching will be used to construct reviews that are to be employed by the Faculty Personnel Committee in summative personnel decision-making.

The following best-practice guidelines for constructing a PTOR are based on a thorough, collaborative analysis of a colleague’s teaching. Please see the Deadlines section at the bottom of this page. All PTORs must be planned and carried out according to the procedures below. No unannounced reviews will be conducted.

I. Selection of Reviewers

Candidates shall select their own peer observers with consideration given to mutual expertise, compatibility, and relevant knowledge and skills. Only tenured faculty can serve as peer observers. The selection of a peer observer is by mutual consent of the candidate and the peer observer. Candidates should not assume that a member of the faculty will serve as a peer observer until the peer observer gives consent. Once a peer observer has agreed to participate in this process, the candidate should initiate the PTOR process by visiting the PTOR webpage linked below.

Candidate PTOR Page - for initiating a PTOR once a peer observer is selected (please see the Deadlines section at the bottom of this webpage.

Once a PTOR is initiated, it cannot be canceled except by appeal to the Faculty Personnel Committee. Please see the Deadlines section at the bottom of this webpage.

II. Choice of Class, Laboratory, or Other Instructional Setting

The candidate will provide the peer observer with a list of classes, laboratories, or other instructional settings to be observed by the peer observer. The candidate and peer observer then will meet to collaboratively select from the provided list the course, lab, or instructional setting to be observed.

III. Pre-Observation Exchange

During the pre-observation exchange, the candidate will share with the peer observer information and materials (i.e., syllabus, course/lab materials, textbook, and/or other relevant course/lab information) to assist in making an informed observation. The candidate and the peer observer will select the review observation instrument most appropriate for the instructional setting (lecture, discussion, lab, studio, or practice) and also discuss various issues related to the lesson to be observed. While it is not required that you complete each step in a and b below, research suggests that following these guidelines will result in significant benefits for both the observed and the observer.

a. Review of Course Materials

Essential to the peer observation of teaching are materials such as syllabi, sample presentations, course guides, reading lists, handouts, study guides, copies of graded examinations and papers, written teacher feedback, evidence of the design of new courses and course changes (reshaping), statements of what activities the faculty member has engaged in to improve his/her teaching, assignments, assessments, and any other relevant material used to construct a course. These documents can provide the peer observer with important contextual information regarding the faculty member’s teaching goals and pedagogical strategies for achieving these goals. Combining this review with evidence gathered through observations can help peer observers understand how the class they will observe relates to the overall course. We suggest that the candidate share relevant materials with the peer observer.

b. Pre-Observation Conference

Prior to the peer observation, the faculty members (peer observer and candidate being observed) should meet to discuss the class to be observed. This discussion can help the reviewer focus on specific aspects identified by the candidate. In addition to more general teaching strategies and student behaviors, discussion might focus on a range of topics, including:

content to be taught and how it relates to the overall course objectives and context,
faculty member’s pedagogical philosophy and typical teaching strategies and how they might be modified for this particular class,
typical student interaction patterns and amount of class participation,
concerns/issues with students in this class, and
specific goals/concerns/issues the observed faculty member would like the peer observer to focus on.

c. Selection of Review Observation Instrument

The review observation instrument is designed by mutual agreement between both parties. The most effective evaluations will result from a review observation instrument that considers several aspects of each category:

classroom management,
instructional technique,
content,
student engagement and interaction, and
climate and rapport.

The candidate and peer observer can add aspects not found on the instrument template. There is no requirement to evaluate all entries on the review observation instrument. In fact, doing so may be counterproductive. Instead, the candidate and peer observer are intended to select a few items from each category. This selection constitutes the observation instrument.

IV. Observation

The observation should occur when significant amounts of teaching are happening in the instructional setting. The peer observer should be present for the entire class or an agreed-upon significant portion of a lab or practice. The peer observer should heed all agreed-upon guidelines for the observation established during the pre-observation exchange.

V. Post-Observation Exchange

Following the observation, the peer observer should meet with the candidate and provide feedback. The post-observation conference is most effective if it occurs in a timely and thoughtful manner. It should provide feedback to the observed colleague so that the individual gains new insights into teaching, particularly regarding those specific issues that might have been puzzling or challenging. The process is most successful if the dialogue is characterized by professional collaboration, engagement, reflection, dialogue, discourse, and openness in order to arrive at a better understanding of teaching. Following are some suggested questions for this conversation:

How did you think the class went? What went particularly well? What didn’t go as well as you expected? What surprised you?
Did students accomplish the learning goals for this class?
What were some of the strengths the peer observer noted in this class?
What were some things the peer observer noticed that could be changed to lead to increased student learning?
What were the peer observer's conclusions regarding the specific issue/concern for which the instructor requested feedback?

VI. Written Report

Following the post-observation exchange, the peer observer will prepare a Peer Teaching Observation Review based on the observation and review of materials. The peer observer will submit the PTOR Report using the link in the email received when the candidate initiated the PTOR. If the link is lost, the reviewer may visit the web page below to complete the review. A copy of the report will be sent to the candidate, who will have the opportunity to write a confidential response to be added to the personnel file. Please see the Deadlines section at the bottom of this webpage.

Reviewer Page - for submitting a written report of an observation (see Deadlines below)

The most effective report will provide evidence to support conclusions. It will be helpful to members of the Faculty Personnel Committee if the peer observer references the aspects of the review observation instrument that were utilized in the observation.

Upon submission, the candidate will receive a copy of the written report. Please see the Deadlines section at the bottom of this webpage.

VII. Response to Written Report

Once the peer observer submits the written report, the candidate will receive an email invitation to read the report and, optionally, submit a response. A response is confidential in that it is not seen by the peer observer. If submitted, the response becomes attached to the peer observer's response when displayed to members of the Faculty Personnel Committee. Please see the Deadlines section at the bottom of this webpage.