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Peer observations at the International Pathway College

Background

The International Pathway College (IPC) has a strong history of peer support for teaching and in particular of facilitating peer observations, including liaising with the Academic Practice team to provide training for all colleagues on conducting observations.

A new approach to involve staff in all stages of the peer observation process and to give staff the opportunity to influence and determine the direction of the peer observation process was devised in 2021. A Peer Observation Working Group, composed of teaching colleagues from across the IPC was established. These volunteers were appointed in role for two years in order to give the group consistency and allow changes and initiatives to be introduced across a number of academic years. This case-study is a reflection of progress 24 months into the new approach and we hope colleagues may find useful suggestions and ideas for developing their own Peer Observation Working Group or similar in other departments. 

IPC’s approach: sharing practice

Having decided on the strategy for peer observations, the working group held a staff CPD session at the start of the academic year to launch the process. This session outlined the purpose and process of the new strategy and provided resources and guidance for reference. Thus, the supportive and developmental aspect of peer observations was emphasised as well as the importance of giving staff flexibility throughout. The CPD session was recorded both for future reference for staff and to enable access for those absent.

The first stage of the process involved staff selecting options on a Peer Observations Preferences spreadsheet including different pathways (such as Foundation, Pre-Masters or Pre-sessional programmes) and programmes (Language, Social Sciences or STEM).

Table in Google sheets reads: focus: creativity, innovation and technology. Please add name and programme you teach then select your preferred options for observation.

Stage two involved staff finding and contacting the person(s) they wished to observe on a particular programme. This self-selection approach was deemed most suitable giving staff autonomy and enabling them to define the parameters for their observations.

Reporting of peer observations

A Peer Observation Dates spreadsheet was created to note the key dates of a pre-observation meeting, the actual observation and the post-observation feedback of the lesson. 

Google Sheets table reads: Peer observations 2022-2023. Observee. Observer. Initial pre-obs meeting. Observation. Post-obs meeting.

 

All documents for the process were stored in a folder on Google Drive to facilitate access. Additional documents were provided for optional use such as for the pre, during and post-observation discussion.  The pre-observation meeting form considered the practicalities of the observation including its format and focus while an 'Observation Notes and Feedback' document was designed to provide structure. Links to additional resources and readings were given in a document, 'Suggested reading: an overview, for information about the focus and Peer Observation Guidelines.'

Diagram showing the cycle of Peer observation at the International Pathway College. 1. Staff CPD session to launch the new process. 2. Complete our peer observations preferences spreadsheet. 3. Pre observation: discuss focus, format, timing. 4. Peer observation. 5. Post-observation discussion and feedback. 6. Complete Peer Observation Dates spreadsheet. 7. Staff CPD session: review and reflection

Focus of peer observations

We tried to strike a balance for the focus of the observations: narrow enough for us to be focused around a similar theme but broad enough for us to choose specific areas of interest. We selected a single word: Innovation.

During our departmental Continuing Professional Development (CPD) session for the observation process, our examples of innovation included what we might primarily think of (such as general and/or technological creativity) but also considered other aspects of this word: any interesting methods and approaches, and/or developing or refining existing practice. Examples included not only technological tools and platforms but also innovative classroom management approaches in areas of projects, problem-solving, feedback, and gamification etc. We also encouraged colleagues to focus on anything that we felt was innovative to us, to allow everyone to reflect on their craft in detail.

Additionally, we encouraged everyone to consider our departmental Performance Development Review (PDR) objectives in this area with the aim of facilitating a full reflective arc. Our department objectives were:

  1. To contribute to outstanding learning and teaching by maintaining up-to-date knowledge of innovation within the sector by … participating in peer observation.
  2. Over the next academic year, to engage with the Staff Digital Skills Framework … [and]  Blended Learning VLE, and/or the online tutoring Canvas site, evidence of implementing the Framework through material design and delivery and/or communication with staff and students.

Finally, we encouraged further exploration of innovation within the University by highlighting how Forum magazine, the Learning and Teaching Conference archives and the York SoTL journal could showcase other examples of this area from our institutional peers.

Examples of slides from the staff CPD launch of peer observations

Image: Text reads: Background sources we can use: 1. Forum magazine. Current issue includes: Peer Assisted Learning, leadership, digital accessibility learning champions. 2. Learning and teaching conference archives. 3. York SoTL journals
Image: Text reads: Possible focus areas for innovation: 1. Use of technology - VLE e.g. tools such as discussion boards, Google suite, Padlet, Xerte, mobile phones, Zoom, integration of platforms. 2. Classroom management - flipeed approach, gamification, delivery and use of feedback, projects, problem solving, teamwork, peers/student autonomy. 3. Other: CLIL / anything that is innovative for you
Image: Text reads: Peer observation focus: innovation. 1. In our observation pairs, consider a focus you would like to be observed on and/or discuss and analyse with observation peer. 2. Innovation can include: general creativity, interesting methods and approaches, developing or refining existing practice.
Image: Text reads: Peer observation focus: innovation. Use the IPC academic staff objectives below to create own focus. 1. Department objective 1: to contribute to outstanding learning and teaching by maintaining up-to-date knowledge of innovation within the sector by participating in peer observation. 2. Department objective 2: over the next academic year, to engage with the Staff Digital Skills

Impact of peer observations

Review and Reflection

Observations took place throughout the academic year. At the end of the first year, a CPD session was held: a Review and Reflection of Peer Observations for staff to discuss and share their experiences and suggestions.

The aim was to consider staff views for any adaptations required for the following year of the two-year cycle. After an initial introduction, staff were split into small groups to discuss three key questions relating to the process overall:

  • Learning: Did you find your peer observation useful? 
  • Obstacles: Were there any difficulties regarding participation? 
  • Looking ahead: Do you have suggestions for changes to peer observations for this academic year?

Staff comments on the observations were positive

"It was helpful when a new online tutor observed an experienced online tutor's lesson."

"Really useful to observe and chat to someone from a different team, breaks us out of our usual repertoire and knowledge."

"Useful to trial something new and get feedback from someone you trust."

"Observing the same student groups in different classes is a good idea."

"Very useful, friendly and informal way."

"Peer observations process can be flexible - team teach is an option."

"Benefits not just teaching - but also seeing other modules/discipline's content."

"Peer observations can be that 'light touch' less imposed, less fearful observation process."

Some people noted difficulties in organising their observations due to teaching commitments and time constraints whilst it was also noted that the focus on innovation was open to widely-differing interpretations. As a result, the group decided to opt for maximum flexibility for the second year of the project by removing any specific focus and maintaining the existing process for continuity and to facilitate maximum participation.  

Next Steps

There was a final review of the peer observations at the end of the 2023/22 academic year for staff to share again their input and experiences of the peer observation process prior to a new working group being formed to decide on its future process and implementation.

Suggestions made previously will also be taken into consideration and discussed to see if the scheme can be utilised better and be more effective. For example, the working group could also expand the scope of peer observation to include less common items, such as formative assessment approaches or use of the VLE, which can lead to a fuller and deeper understanding of the teaching and learning process. To conclude, the consensus is that the peer observation scheme during the 2021 to 2023 academic years was seen as a positive teacher development process designed by and for colleagues in the IPC.