Making Peer Evaluation Meaningful

LSSU Faculty Center for TeachingFriday, October 3, 2014Classroom Visitsfor Peer EvaluationFrom the Faculty AgreementFaculty being evaluated select one peer by October 10Supervisors select a second peer and notify the faculty member being evaluated by October 15The supervisor and two faculty peers may visit no more than twice per semester for each faculty member that is being evaluatedEfforts should be made to consolidate the visits in order to minimize classroom disruption.From the Faculty AgreementAfter meeting with the faculty member, the supervisor or peer shall give two days notice prior to the visitThe classroom visits should occur between the 3rd and 12th week of the semester (September 9 through November 18)Results from visits should be given the faculty member in writing within 5 days.Discussion of the visit should occur within another 10 daysThe Instructional Setting Evaluation Form (C9) must be used

Instructional Setting Evaluation Form (C9) page 1

Instructional Setting Evaluation Form (C9) page 2

Making Peer Evaluation Meaningful

What we don't want:The process to feel judgmental

To feel lectured at

For this to be a wasted opportunitySetting A FocusWithout a focus that I care about, peer evaluation has the potential to be everything we don't want.

It might drive you crazy that the students all have their cell phones out and check text messages and so you make that the focus of the observation, but maybe it doesnt bother me.

This is all based in the idea that in order to change, I need to be ready for the change and willing to address that issue. Setting A FocusExamples:Relates this class to previous classes Am I doing a good job of making broad connections so students see the big picture? The observer might jot down what you say to connect ideas during the lesson.Provides appropriate pacing of content Am I going too fast or too slow for students? The observer might focus on individual students for 5 minutes each and note the reactions of the student that might indicate pacing appropriateness.

Focus ContinuedEncourages participation; gives appropriate responses How do I invite students to participate and how do I respond to them? The observer can jot down each interaction both what you say to get students to interact and how you respond to them during the interaction.Are the students engaged? Do I move around the room enough to engage all students? The observer can chart your movements. Is there evidence of learning? I provide opportunity for think, pair, share do my students use that opportunity to process ideas and learn or is it social time? The observer can listen in. What do you want to know about your teaching and how your teaching is impacting student learning?

Pre-Observation MeetingThe faculty member being observed needs to drive this conversation.

Explain what the class is, what you want to be the focus of the observation, and why.Our Pre-Observation Meeting

The ObservationTake data you might sketch out the room layout and track the professor or you might jot down things that are said or you might time elements of the lesson, etc.

Don't miss what is going on in class to fill out check list. The data related to the focus is more important than the checklist.

The Observation

Post-Observation ConferenceBest if this happens immediately after or at least the same day as the observation

Discuss the data and observations collaboratively

You might also discuss the check list and fill it out together

Our Post-Observation Conference

What if the data was not good news? The mock post conference below shows how an evaluator might share data about a poor lesson.

Questions?Barb Lightbjlight@lssu.edu

Cathy Chaputcwhite9@lssu.edu