RAVENSBOURNE COLLEGE OF DESIGN AND COMMUNICATION

PEER OBSERVATION OF TEACHING

1 Introduction

1.1 Ravensbourne College of Design and Communication recognises that the

greatest single factor in delivering high quality services is the quality of its
staff.

1.2 The College has reviewed its procedures for the Observation of Teaching.
Through a series of staff seminars, the following revised protocols and
procedures have been approved by Academic Board, and will be implemented
from the 1999/2000 academic year.

2 Purpose

2.1 The observation of teaching is intended to enable:

• Individuals to identify and gain feed back on strengths and weaknesses in
the way they teach;
• The identification of staff development requirements at individual,
course/programme and College level;

3 Protocols

3.1 The scheme requires all members of teaching staff (full-time and associate) to
ensure that their teaching practice is observed by a colleague once each
academic year (normally in the Spring term).

3.2 Observation of teaching at Ravensbourne reflects the fact that the great
majority of a teacher's duties form part of a team operation rather than as
individuals working on their own.

3.3 Staff should nominate a colleague to be their observer. The observer and the
observed do not have to work on the same course. Any member of staff
nominated to observe a colleague has the right to decline, but it is hoped that
most members of staff will have the opportunity to be observers, as well as to
have their own practice observed.

3.4 Both observer and the lecturer being observed are asked to use the guidelines
attached. Written notes should be kept, and brought to the appraisal
discussions with the observed’s line manager in the Autumn term.

3.5 Staff are asked to discuss the process with their students. Initially this aims to
ensure that they understand why their lecturer is being observed, and make a
commitment to participate in the teaching session in question.

4. Guidelines for Academic Staff

4.1 A series of pro formas have been devised for use in the observation sessions.
The observer should choose the appropriate form, depending on the nature of
the teaching session (i.e. whether it is a lecture or a small group seminar,

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PEER OBSERVATION OF TEACHING

demonstration or review etc.) and make notes on it during and after the
session.

4.2 After the session, the observer and the lecturer being observed should discuss
the session, exchanging views and comments and enabling the observed to
make his/her own record of the discussion. The observer’s notes should be
given to the observed, who will then be able to take them to their appraisal.

4.3 Students who are involved in the session being observed should be briefed by
their tutor, who can explain why the observation is taking place. Members of
staff may wish to involve students further by obtaining their feedback on the
teaching session in order to map this alongside that of the observer. This is
not a formal requirement of the scheme.

4.4 The matrix attached offers guidance on the roles of the observer, the observed
and the students in relation to the observation session.

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RAVENSBOURNE COLLEGE OF DESIGN AND COMMUNICATION
PEER OBSERVATION OF TEACHING
GUIDELINES Observed
Preparation Negotiate and arrange the
observation session
Provide observer with
papers and discuss
planned session
Discuss with students
their possible involvement
and agree a method of
feedback
Observation Implement session
Feedback Collect student feedback
Discuss observation with
observer:
What did you do well –
how do you know?
What didn’t go so well –
how do you know?
What would you like to do
differently another time –
and how?
Can any support, training
or professional
development
opportunities be identified,
how and where can you
get them?
How did you feel about
being observed?
How do you feel about the
feedback you have
received?
How might you modify the
observation of teaching
process in the light of this
experience?
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Personnel/HR Policies and Procedures/8.18 Peer Observation of Training
Observer Student
Negotiate and arrange
the observation session Discuss with the lecturer
your possible
Raise any issues for involvement and method
clarification of feedback
Agree mode and format
of student involvement
(if any)
Observe session and Participate in session
make notes
Give feedback in agreed
form to tutor
Discuss observation with
observed lecturer:
What did the observed
tutor do well – how do
you know?
What didn’t go so well –
how do you know?
What would you suggest
the observed tutor might
do differently another
time?
Can you suggest any
support, training or
professional
development
opportunities, and how
the observed tutor could
get them?
How did you feel about
observing?
How do you feel about How do you feel about
giving feedback? giving feedback?
How might you modify How might you modify
the observation of the observation of
teaching process in the teaching process in the
light of this experience? light of this experience?
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PEER OBSERVATION OF TEACHING

Self-Assessment within the Procedures for the Observation of Teaching

The following are a suggested list of issues that staff might consider in evaluating their own
performance under the Observation of Teaching Scheme. The list is not exhaustive and could
be added to and amended from time to time as appropriate. Feel free to add any items that
you feel might be addressed.

You are encouraged to discuss the contents of your form with a colleague prior to the general
team discussion of the observation project. This sheet should help you prepare for these
general discussions and help focus your mind on key issues.

The `scoring' system is not as important as your views on each issue. You might wish to jot
some notes on the reverse of the form to help prepare you for discussion.

Suggested Agenda well satisfactorily less not

well applicable
How well did you....

Introduce this session .... .... .... ....

Make the aims clear to students .... .... .... ....

Move clearly from stage to stage .... .... .... ....

Emphasise key points .... .... .... ....

Summarise the session .... .... .... ....

Maintain an appropriate pace .... .... .... ....

Capture students' pace .... .... .... ....

Maintain students' interest .... .... .... ....

Handle problems of inattention .... .... .... ....

Ask questions .... .... .... ....

Handle students questions and

responses .... .... .... ....

Direct student tasks .... .... .... ...

Cope with the range of ability .... .... .... ....

Monitor student activity .... .... .... ....

Use aids as illustrator .... .... .... ....

Make contact with all class members.... .... .... ....

Cope with individual difficulties .... .... .... ...

Use voice and body movements .... .... .... ....

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Check on student learning .... .... .... ....

Build up student confidence .... .... .... ....

Convey enthusiasm .... .... .... ....

Provide a model of good practice .... .... .... ....

Please add any further comments you think are relevant to this checklist

Teaching Strategies
What teaching methods were used? i.e. debate, setting problems, questioning etc.

Learning Strategies
What learning strategies did students use? i.e. note taking, questioning etc.

Who initiated the use of these learning strategies, the teacher or the student?

Problems encountered
What problems, if any were encountered?

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OBSERVATION OF TEACHING – QAA Subject Review Model

Programme Module/Unit

Reviewer Session Length Duration of Observation

hours mins hours mins
Level/year Number of students

Type of activity Topic Composition of student

group
What are the specific learning objectives planned for the session (eg knowledge and
understanding, cognitive skills, subject-specific practical/professional skills)?

Strengths and weaknesses in relation to learning objectives

Strengths Weaknesses
Clarity of objectives

Planning and
organisation

Methods/approach

Delivery and pace

Content – currency,
accuracy, relevance,
use of examples, level,
match to student needs

Student participation

Use of learning
resources and
accommodation
Summary of overall quality in relation to learning objectives

Relevance to
Curriculum content, design and organisation
Teaching, learning and assessment
Student progression and achievement
Student support and guidance
Learning Resources
Quality Management and Enhancement

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