Observing the SelfConrad Heyns

Background

• PAEP? 2 Blocks of 9 – 12 weeks and

+600 students

• 35 full-time staff members

• New teacher observations

• Regular observations

• Inspection observations (BC/BALEAP)

Research & Collaboration• Staff meetings

• Reading articles:

– Peer observation: a reflective model – Jill Cosh

– Cosh, J. (1999.). Peer Observation: a reflective model. ELT Journal Volume

53/1 OUP

– Professional Development for Language Teachers. Strategies for Teacher

Learning

– Jack C. Richards and Thomas S. C. Farrell – CUP 2005

• Webinars:

– Andy Hockley: Peer observation – how can we make it work

– www.englishagenda.britishcouncil.org/continuing-professional-

development/andy-hockley-peer-observation-how-can-we-make-it-work

– Peer Observation and Collaboration – David Leathlean and Haleh Moravej

- Hollings Faculty, MMU

– www.youtube.com/watch?v=4FUq5uF8lP4

• Personal experience

Observers

“There is a very real danger that when feedback is given by those with

no training it may only serve to give offence. Alternately, the observer

may feel obliged to make only positive comments, in which case the whole exercise becomes a pointless act of mutual back-patting.”

Jill Cosh

ELT Journal Volume 53/1 January 1999 OUP

“By becoming a workshop leader, conference presenter, observer of

teachers, or any kind of teacher trainer, you are setting yourself a little

apart – not just from your new adult students of teaching, but also from

your colleagues, the teachers who have chosen not to become trainers.”

Tessa Woodward

www.teachingenglish.org.uk

Reflective Observations

Setting parameters:

• Recognizing strengths

• Areas for improvement

• What is working well?

• New ideas and suggestions

• Impact on staff development

• Peer feedback?

Process

• Cover teacher available

• One week only

• Timetable concerns – 2 shifts

• Reflective statements (evidence)

• Staff development suggestions

TimetablePEER Observation – Timetable

Please write your name and room number in the timeslot you plan to observe a peer.

One tutor per timeslot as we only have one main cover tutor available.

Monday Tuesday Wednesday Thursday Friday9 – 10 Room 9 – 10 Room 9 – 10 Room 9 – 10 Room 9 – 10 Room

10 – 11 Room 10 – 11 Room 10 – 11 Room 10 – 11 Room 10 – 11 Room

12 – 1 Room 12 – 1 Room 12 – 1 Room 12 – 1 Room 12 – 1 Room

2 – 3 Room 2 – 3 Room 2 – 3 Room 2 – 3 Room 2 – 3 Room

3 – 4 Room 3 – 4 Room 3 – 4 Room 3 – 4 Room 3 – 4 Room

Reflective StatementPeer Observation Reflective Statement

Observer Name:

Observation date:

Record your thoughts and comments on the experience of observing. This

might include your impression of being an observer, examples of teaching

methods you might find useful in your own teaching.

Staff Development. What has this observation indicated for you as a focus for staff

development.

When completed keep a copy for your records and file a copy in the office for

reference only.

Feedback• A very positive experience!

• I feel that this informal approach to peer observation has

positive repercussions as it takes the pressure off and

allows you to engage in a non-competitive atmosphere.

• I enjoyed it tremendously. Seeing other professionals work

can only be enriching. Peer observation ….allows the

teacher to do three things: to experience the lesson with

the students, to watch and learn from other teachers – this

includes everything from classroom management to

specific activities, and thus, most importantly, to reflect on

their own teaching practices, An entirely positive,

productive experience.

Staff development

• Rapid training slots

• Pre-sessional meetings

• In-sessional meetings

• Reading – Weekly News

• Materials development

• Action Research projects

• Conferences

Thanks any questions?

Conrad Heynsc.heyns@gold.ac.uk