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 [email protected]
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