Enhancing Teaching Through Peer Observation Training for Educators
This training session aims to equip peer observers, deans, and vice presidents for instruction with the POP Protocol for peer observation. Developed by District Administration and Seattle AFT, this protocol fosters mutual understanding and objective observation, enhancing the teaching and learning process. Participants will learn to establish goals, engage in constructive dialogue, and protect confidentiality throughout the observation process. This collaborative approach supports both educators and observers in professional development while removing evaluation pressure, allowing for a reflective and constructive learning experience.
Enhancing Teaching Through Peer Observation Training for Educators
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Presentation Transcript
Peer Observer Training Audience: Peer Observers, Deans, Vice Presidents for Instruction Fall 2013
Background • Protocol created by District Administration and Seattle AFT • See: 2007-10 Agreement (Article 6.7) • Based on Peer Observation for Teaching Assessment created by faculty at the University of Illinois at Urbana-Champaign http://www.aces.uiuc.edu/Faculty/docs/peerob.pdf
Purpose of POP Protocol: • Develop mutual understanding of the observation process • Guide conversations between the teacher and observer • Practice objective observation and open discussion of teaching and learning • Provide opportunity for both teacher and observer to learn from the experience • Protect privacy of information between teacher and observer • Peer observation is not evaluation!
Brief outline of process • Phase 0: Peer observer and Teacher exchange information • Phase 1: Teacher identifies goals for observation • Phase 2: Dialog about goals • Phase 3: Observation • Phase 4: Dialog about what happened during the observation
Phase O – Initiating Observations • Observations are suggested by some deans at campuses and within some divisions – however, at other campuses the deans are not involved in this process. Please follow the protocol used in your division by your dean. • Observer contacts assigned teacher and negotiates time • Observer gives POP document to teacher • Observer asks teacher to fill out Phase 1 document • Establish a spirit of confidentiality and trust - this is important!
What is objective observation? Practice observation • Describe what actually happens in this video clip – • What do you see? • What to you hear? – PRACTICE VIDEO – • Debrief with participants reporting out what they saw • Make sure observations are objective statements (not inferences or interpretations
Phase 1 – Establishing Goals Teacher completes Phase 1 form (page 5). This document communicates to the observer: • Goals of the class as a whole • Learning Objectives for the session • Teaching strategies for the learning objectives • What the teacher wants to have observed
Phase 2 -First Dialog Teacher & observer come to agreement about how the observation will take place • Observer listens to teacher’s goals for the session and what is to be observed • Protocol document (p. 6) provides suggestions about what could be observed but you are not limited to this list
Phase 3 – Observation POP Protocol includes several options for observation • Page 7 provides prompts to describe the session and what kind of interactions happen between teacher and students • Page 8 focuses on the nature of questions asked by teacher and students • Teacher may elect to focus on one or the other type of observation – OR – • Teacher and observer may agree to use a different method altogether
What is observable? • Physical Reality – objective report of what actually happens • Socially constructed meaning – can be developed by consensus between teacher and observer in final meeting • Personal reality – avoid subjective opinion and interpretation
Practice Observing • Write down what you see using the observation sheet (p. 7) using either of the two methods PRACTICE • Debrief
Phase 4 - Dialog • What actually happened during the observation? • Observer shares notes (not interpreting, not evaluating) • Teacher is invited to reflect on what the observations mean • Teacher derives meaning from evidence through dialog • Conversation is confidential between observer & teacher • Both observer and teacher sign page 9 • Observer hands all notes to teacher
Follow up • The page 9 signature sheet goes to the dean • The observer keeps a copy of the page 9 signatures • Observer gives all notes to the teacher • Only the teacher may communicate contents from the observation to others
2nd Hour – Welcome Experienced POs Introductions Large group dialog: • What has worked well for you? • What challenges have you experienced? • Other things to consider?
What are Peer Observer Leads? They are your resource for questions & concerns, they: • Provide training • Field questions from observers & deans • Communicate with deans about the process of • Matching observers with teachers • Recruiting Peer Observers for the following year • Paying stipends to observers
Who Are Your POL’s for 2013-2014 • North: Toni Anderson • Phone: 206.934.4520 • Toni.anderson@seattlecolleges.edu • South: Ryan Dorman • Phone: 206.934.5151 • Ryan.dorman@seattlecolleges.edu • Central: Barbara Jarrett • Phone: 206.934.4902 • barbara.jarrett@seattlecolleges.edu • You can also contact Carey Schroyer (district faculty coordinator if you have questions. • Phone: 206.934.4103 • carey.schroyer@seattlecolleges.edu
