contents · web viewat griffith, our capacity to ensure high quality student learning experiences...

Peer Enhancement of Teaching (PET)

Participant Pack

2019

Contents

1. PET: Understanding the process ……………………………………………………1

2. PET Activity One – Setting up your team …………………………………………..3

3. PET Activity Two - Self-reflection against Learning & Teaching Capabilities Framework …………………………………………………………………………….4

4. PET Activity Three - Teacher Briefing Sheet ………………………………………5

5. PET Activity Four - Student Reflection on Teaching survey ……………………..6

6. PET Activity Five - Peer Observation Sheet ……………………………………….8

7. PET Activity Six - Self-Reflection on Teaching Sheet …………………………...17

8. PET Activity Seven - Peer Observation Report ………………………………….18

9. Appendix A – PET observed teacher and observer flowcharts ………………...23

Peer Enhancement of Teaching (PET) at Griffith - Understanding the process

The PET provides teaching staff with evidence about the effectiveness of their teaching practice through the engagement of students, peers and encourages self-reflection of teaching practices.

Who is involved in the PET process?The PET involves three participants: a teacher and two peer observers. One peer observer will ideally be from the teacher’s discipline area, or may be a trusted colleague who is able to provide collegial feedback in the area(s) of teaching the teacher is focusing on during their PET. The second peer is a Griffith academic outside of the teacher’s discipline area, who has been awarded for their teaching and learning. The PET ‘team’ is now formed.

The PET also involves students. At the completion of each of the observed teaching sessions, students are invited to provide feedback via a paper survey ‘student reflection of teaching’ or if the teaching is online, a google form. The survey is optional for the students to complete and is completely anonymous.

Administrative support is provided to each member of the PET team by the Learning Futures Peer Enhancement of Teaching and Learning Coordinator. Any additional learning and teaching support may also be provided by a Learning Futures Senior L&T Consultant, if required.

How long does the PET process take?It is recommended that you have two weeks between your observed teaching sessions, so as to be able to enhance and implement any changes you may wish to make in your second session. Your final report is then provided to you at the end of the trimester.

What data is collected and produced during the PET process? The PET process facilitates the collection of three sources of data about a teacher. The data includes:

1. Feedback from the teacher, which is obtained by engaging in a self-reflective practice.

2. Feedback from the two peer observers, which is obtained after the observers have observed two teaching sessions

3. Feedback from students, which is obtained using the student reflection of teaching survey.

Feedback from the teacher, the two peer observers and students, is summarised and used to write up a final PET Report for each teacher. The PET report is written under the supervision of the Learning Futures Senior L&T Consultants.

1

Each teacher participant will, at the end of the trimester, receive: a letter confirming their participation; a certificate; and have their official Training record updated.

Who may access the data collected and produced?Griffith University recognises that peer enhancement of teaching and learning activities, such as the PET, are an important part of academic staff development and student experience. Participation in the PET is not a remedial process. It is a process that engages students, and may promote continuous, self-development and enhance a scholarly approach to learning and teaching.

The data obtained from the PET, including the final PET report, is strictly confidential. Information obtained during the PET experience may not be disclosed to other parties, including the teacher’s supervisors or external bodies, without the teacher’s consent.

It is important that all participants of the PET team are supportive of the collection of data throughout all stages of the PET activities, as this data is required to produce the final PET Report. All data is to be submitted to the Learning Futures Peer Enhancement of Teaching and Learning Coordinator.

What framework underpins the PET process?To provide feedback on the quality of teaching practice, the PET process is aligned with the Griffith Learning and Teaching Capabilities Framework (GLTCF). At Griffith, our capacity to ensure high quality student learning experiences depends on remarkable staff. As staff, each of us has capabilities that we use in a variety of roles, both within and outside of Griffith, including Educator, Course Convenor and Program Director roles. The GLTCF makes explicit the individual capabilities underpinning our roles in learning and teaching. Within the Framework, a capability is defined as the ability to apply specific knowledges, skills and/or values in your learning and teaching practice. For more information on the framework, please visit:

https://www.griffith.edu.au/learning-futures/our-practice/professional-learning/griffith-learning-and-teaching-capabilities-framework

In particular, the PET focuses on two of the GLTCF clusters: designing for learning, and facilitating and teaching for learning. The educator (teacher) capabilities within these that the PET includes are:

1. Establishing an environment and climate that supports learning2. Facilitating the learning and teaching context3. Designing for learning

a. Learning outcomesb. Assessment for learningc. Learning and teaching across sessionsd. Learning environments

4. Using active learning strategies5. Using feedback for learning6. Monitoring curriculum implementation

2



PET ActivitiesAre you engaging in the PET as a teacher, a peer observer, or as both? Each role’s process is a little different and can be followed by using the flowcharts in Appendix A. The PET ‘activities’ or steps/tasks will highlight each role’s requirements and the supporting paperwork used. For any additional assistance at each of the activities, you may contact the Learning Futures Peer Enhancement of Teaching and Learning Coordinator.

Activity One: Setting up the PET team

Step 1: The teacher desiring to have their teaching enhanced through the PET process, will approach a colleague from their discipline or someone who is trusted outside of their discipline and will decide on the following:

1. Which course would you like to be observed in?2. Which class is best for you to be observed in i.e. lecture, tutorial, workshop to

give you the feedback you desire3. A minimum of two weeks that will be suitable for the colleague to observe

your teaching in that class

Step 2: The teacher will then email the Peer Enhancement of Teaching and Learning Coordinator with the following information:

1. Colleague’s name 2. Type of class e.g. lecture, workshop, tutorial, online etc.3. Time of class e.g. 1pm – 3pm4. Room number for the class5. Day/date of class6. Agreed weeks for observations

Step 3: The Peer Enhancement of Teaching and Learning Coordinator will then find the learning and teaching observer to join the teacher and colleague for two of the agreed weeks provided. An email will be sent to all three parties confirming the PET team.

Step 4: Observers within the PET team will be sent an invitation to the online observer information session, or if it has already been run for the trimester (usually in week 3) a link will be provided. The information session takes observers through the process in greater depth, focusing on their role, requirements and importance of their involvement.

Step 5: The teacher should contact the observers to organise and agree on suitable post-observation debrief times. The debrief should occur as soon after each session has occurred and all three parties should be present to enhance the collaboration and collegiality of the conversation.

3

Activity Two: Self-Reflection – L&T Capabilities FrameworkFor the teacher: Use the following statements from the Griffith Learning and Teaching Capabilities Framework to reflect on your learning and teaching capabilities related to ‘designing for learning’ and ‘facilitating and teaching for learning’. What is your understanding of each of these statements? To what extent does your teaching practice reflect these statements? In what areas could your learning and teaching practices be enhanced?

Establishing an environment and climate that supports learning Establishing a learning-focussed, student-centred culture of respect, intellectual safety, and inclusivity

within your teaching sessions. Setting up the physical and socio-normative environment (face-to-face and/or online) to assist learning Applying knowledge of your context to establish a collaborative learning environment that supports

student engagement and learning Using interpersonal skills that are respectful and encouraging of students' participation in the session

Facilitating the learning and teaching context Communicating the purpose, relevance and learning outcomes for the teaching session Summarising key ideas and content, reviewing the session learning outcomes, linking the session to

future learning

Designing learning outcomes Using knowledge of your learning context, discipline content, and understandings from your critical

reflections to plan sessions that are aligned to the course learning outcomes

Designing assessment for learning Using knowledge of students, the course learning outcomes and course content to design formative

assessment tasks to help students determine their progression towards the learning outcomes Designing a feedback process that supports the development of students’ understanding of the

importance and value of feedback to their learning

Designing learning and teaching across teaching sessions Using knowledge of student diversity and needs when designing teaching sessions Designing sessions that are intentionally learning focussed and incorporate contemporary pedagogies

Designing learning environments Planning sessions to take into account the spatial, temporal and social learning environment Planning sessions that embed digital technologies to enhance learning, where relevant Planning communications with students throughout the teaching period

Using active learning strategies Engaging students cognitively by asking questions, providing examples, modelling, scaffolding learning Facilitating peer to peer interaction to promote collaborative learning Encouraging students to engage with content through independent practice

Using feedback for learning Facilitating a feedback process that support students’ planning, monitoring and modifying their learning

and engagement Monitoring students' learning and seeking feedback from students during the teaching session to adapt

strategies and resources if necessary

Monitoring curriculum implementation Monitoring the session implementation and make plans for session enhancement

TASK: Considering your above reflection, in what ways would you like to enhance your learning and teaching practice? Write this as a S.M.A.R.T goal (Specific, Measurable, Action-Oriented, Relevant, Time-Framed) (e.g.: To create teaching session plans that align student activities to the learning outcomes for the session; to use more active learning strategies in my class through interactive questioning and peer-to-peer discussions):________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4

Activity Three: Teacher Briefing Sheet

For the teacher: Complete the below briefing sheet and send via email to your two observers, and the Peer Enhancement of Teaching and Learning Coordinator, at least 24 hours in advance of each of your two observations.

Academic’s name:

Teaching Profile (please circle): Sessional, Continuing, Fixed Term, Other:

Academic Role (e.g. lecturer, tutor, guest lecturer, course convenor etc.)

Group (Faculty):

School:

Course code & name:

Year level of course:

Nature of course (e.g. core, elective):

Session type (e.g. face-to-face lecture/tutorial/laboratory; online collaborate session etc.):

Number of students in class:

Date and time of session:

Length of session:

Part of session to be observed?:

Venue:

1. Please provide information to assist the observers to contextualize this teaching and learning activity (e.g. is this a new initiative?, have you taught these students before?, what is the overall aim? How does this session fit with the rest of the course?)

2. What are the learning outcomes for students?

3. What are the specific learning and teaching capabilities that you would like to receive feedback on?

5

Activity Four: Student reflection on teaching SurveyFor the teacher: Please photocopy the survey and take along to each of your observed classes. If the teaching sessions that you are having observed are online, a google form link will be provided to you in your PET team email confirmation.

Student reflection on teachingName of teacher: ____________________________

Date: ______________________________________

Course: ____________________________________

Please rate how strongly you agree or disagree with each of the statements by circling your responseEnvironment and climate for learningThe learning environment was conducive to my learninge.g. layout, lighting, temperature, able to see teacher

Strongly Disagree

Disagree Neutral Agree Strongly Agree

Not applicable

The teacher demonstrated respect for the students Strongly Disagree


Not applicable

I was encouraged to engage in dialogue with fellow students

Strongly Disagree


Not applicable

I was encouraged to engage and interact with the teacher

Strongly Disagree


Not applicable

The teacher demonstrated enthusiasm for the content Strongly Disagree


Not applicable

The teacher answered questions knowledgeably Strongly Disagree


Not applicable

The teacher used effective non-verbal behaviour to encourage students to participate E.g. eye contact, body language, use of space

Strongly Disagree


Not applicable

The teacher effectively explained concepts to enhance my understanding of the content

Strongly Disagree


Not applicable

Facilitating the context for learningThe learning outcomes for today were made clear to me Strongly

DisagreeDisagree Neutral Agree Strongly

AgreeNot applicable

There were clear links made to prior learning Strongly Disagree


Not applicable

The link between this session and the course assessment was clear to me

Strongly Disagree


Not applicable

At the end of the session, learning outcomes were reviewed

Strongly Disagree


Not applicable

At the end of the session, I was encouraged to reflect on what I had learnt

Strongly Disagree


Not applicable

At the end of the session, I was encouraged to identify Strongly Disagree Neutral Agree Strongly Not

6

follow up learning Disagree Agree applicable

Learning designThe link between the session’s activities and the learning outcomes was clear to me

Strongly Disagree


Not applicable

The strategies used assisted my learning e.g. group work, question and answers, discussion

Strongly Disagree


Not applicable

The structure of the session assisted my learning Strongly Disagree


Not applicable

The resources used assisted my learning e.g. PowerPoint, handouts, activity instructions

Strongly Disagree


Not applicable

The pace of the session felt comfortable Strongly Disagree


Not applicable

Active learning The strategies used motivated me to learn Strongly

DisagreeDisagree Neutral Agree Strongly

AgreeNot applicable

I was encouraged to actively participate in the session Strongly Disagree


Not applicable

The content was made interesting and relevant for me Strongly Disagree


Not applicable

I felt engaged throughout the session Strongly Disagree


Not applicable

The teacher helped me to participate in learning activities e.g. clear instructions

Strongly Disagree


Not applicable

Feedback for learningThe teacher monitored student learning and adapted strategies when necessary

Strongly Disagree


Not applicable

The teacher provided me with feedback to support my learning

Strongly Disagree


Not applicable

Global RatingsOverall, the teacher motivated me to learn:

Strongly Disagree Disagree Neutral Agree Strongly Agree Not applicable

Overall, I felt engaged throughout the session:Strongly Disagree Disagree Neutral Agree Strongly Agree Not applicable

Overall, the teaching I experienced in this session supported my learning:Strongly Disagree Disagree Neutral Agree Strongly Agree Not applicable

Please provide any additional comments on the teaching that you would like to highlight:

7

Activity Five: Peer Observation SheetFor the observers: Please take this sheet along to your teacher’s classes and use to take notes regarding their teaching and learning. The notes you take will then form the basis for your debrief post-observation with the teacher and fellow observer.

Peer Observation of:

Academic’s name:

Teaching Profile: (Sessional, Continuing, Fixed Term, Other) Please circle

Academic Role (e.g. course convenor, guest lecturer etc.)

Group:

School:

Course name:

Year level:

Nature of course (e.g. core, elective)

Session type (e.g. lecture, tutorial, collaborate etc.):


Number of students present in today’s class:


Length of session:

Part of session observed?:

Observer Name and Faculty:

Name: Faculty:

Please use this sheet to record your observations of the teaching session (face to face, online, laboratory etc). The “things to consider” text provides suggestions of what you may like to comment on (where relevant) but is not intended to be exhaustive. Remember that your teaching colleague may have requested feedback on a particular part of their teaching practice (see the Teaching Briefing Sheet).

Directly after the observation, it is good practice to discuss your observations with your co-observer before discussing the feedback with your teaching colleague. Use this form to structure your verbal feedback on the performance of your peer. The discussion with your co-observer should only take 5-10 mins. Identify 2-3 things that you would like to focus on in the feedback and who will initiate the conversation with your teaching colleague. During the conversation, a positive, respectful and supportive approach is encouraged.

Once the collegial conversation is completed, you will be required to complete a more formal report (using the PET Formative Observer Report template) once you have had a chance to reflect on the observed teaching practices and the feedback conversation with your teaching colleague.

8

Learning & Teaching Capabilities, PET Criteria and things to consider:

1. Establishing an environment and climate that supports learningHow does the educator establish a learning environment that supports student engagement and learning

How does the educator establish a learning-focussed and student-centred culture of respect, intellectual safety, and inclusivity within the session?

How does the educator establish the physical environment to assist learning? E.g. Face-to-face: room layout, position of educator, lighting, and audio-visual equipment; Online: verbal explanation to students as to how to navigate the virtual classroom, providing visual instructions for use of online tools etc.

How does the educator establish the social/normative environment to assist learning? E.g. group norms established; roles; encouragement to engage and interact with educator, peers and the content; shared practices.

How did the educator use knowledge of the context to establish a collaborative learning environment? How does the educator establish any organisational processes required for the session? e.g.

interactions with simulated patients, process for giving and receiving feedback

How does the educator establish a learning climate that supports student engagement and learning? How does the educator use interpersonal skills that are respectful and encouraging of students’

participation?o What verbal behaviours of the educator are effective in encouraging student participation?

e.g. enthusiasm, paraphrasing for clarity, summarising regularly o What non-verbal behaviours of the educator are effective in encouraging student

participation? e.g. eye contact, hand gestures, body language, use of space in the physical environment

How are the educator’s responses to student questions framed? e.g. respectful, encouraging, supportive, knowledgeable

How does the educator explain concepts? E.g. with clarity, scaffolding, “chunking”

2. Facilitating the learning and teaching contextHow is the context framed to assist student engagement and learning?

How are the purpose, relevance and learning outcomes for the teaching session communicated? How clear are the learning outcomes? How are links made to prior learning?

How is the session summarised and integrated with future learning for the students? How are the learning outcomes reviewed? How are key ideas and concepts summarised? How does the educator link the content of the session to future learning? e.g. follow up activities,

independent learning, and/or upcoming tutorials

3. Designing for learningHow does the session design align to the intended learning outcomes?

Are the learning outcomes for the session specific, measurable, action-oriented, relevant and time-framed (S.M.A.R.T)?

How do the session activities align with the intended learning outcomes?

How does the session design contribute to assessment for learning?

9

How does the session design incorporate formative assessment tasks to help students to determine their progression towards the learning outcomes?

How does the session design provide a feedback process that supports the development of students’ understanding of the importance and value of feedback to their learning?

How does the session design contribute to student engagement and learning? How does the educator incorporate knowledge of student diversity (e.g. culture, disability, range of

student abilities, prior knowledge and experience) and needs into the design of the teaching session? How does the session design illustrate a learning-focused approach & incorporation of contemporary

teaching practices?

How does the session design contribute to student-centred learning environments? How does the session design take into account the spatial, temporal, and social learning environment? How does the session design incorporate digital technologies to enhance learning (where relevant)? How are resources designed to support student learning? e.g. handouts, audio-visual, PowerPoint,

materials etc How effective is the structure of the teaching session? e.g. segmenting, time management , pace

4. Using active learning strategiesHow does the facilitation of the session activities promote student engagement and learning?

What strategies are used to motivate the students to learn? How does the educator engage students cognitively? e.g. by asking questions, providing examples,

modelling, and scaffolding learning How does the educator facilitate student-to-student interaction to promote collaborative learning? How are students assisted to think critically and creatively and apply learning through independent

practice? How are activities tailored to be inclusive and take student diversity into account?

5. Using feedback for learningHow is feedback used to promote student engagement and learning?

How does the educator monitor student learning and seek feedback during the teaching session in order to adapt strategies and resources if necessary?

How does the educator facilitate a feedback process to support students’ planning, monitoring and modification of their learning and engagement?

What type feedback is provided by the educator to support student learning?

6. Monitoring curriculum implementationHow does the monitoring of curriculum implementation promote student engagement and learning?

In what ways does the educator monitor the session implementation? How does the educator use insights gained from the monitoring process to make plans for session

enhancement?

10

Observation Notes:1. Establishing an environment and climate that supports learning

How does the educator establish a learning environment that supports student engagement and learning How does the educator establish a learning-focussed and student-centred culture of respect,

intellectual safety, and inclusivity within the session? How does the educator establish the physical environment to assist learning? E.g. Face-to-face: room

layout, position of educator, lighting, and audio-visual equipment; Online: verbal explanation to students as to how to navigate the virtual classroom, providing visual instructions for use of online tools etc.

How does the educator establish the social/normative environment to assist learning? E.g. group norms established; roles; encouragement to engage and interact with educator, peers and the content; shared practices.

How did the educator use knowledge of the context to establish a collaborative learning environment? How does the educator establish any organisational processes required for the session? e.g.

interactions with simulated patients, process for giving and receiving feedback

Observations/Comments

How does the educator establish a learning climate that supports student engagement and learning? How does the educator use interpersonal skills that are respectful and encouraging of students’

participation?o What verbal behaviours of the educator are effective in encouraging student participation?

e.g. enthusiasm, paraphrasing for clarity, summarising regularly o What non-verbal behaviours of the educator are effective in encouraging student

participation? e.g. eye contact, hand gestures, body language, use of space in the physical environment

How are the educator’s responses to student questions framed? e.g. respectful, encouraging, supportive, knowledgeable

How does the educator explain concepts? E.g. with clarity, scaffolding, “chunking”


11

2. Facilitating the learning and teaching contextHow is the context framed to assist student engagement and learning?

How are the purpose, relevance and learning outcomes for the teaching session communicated? How clear are the learning outcomes? How are links made to prior learning?


How is the session summarised and integrated with future learning for the students? How are the learning outcomes reviewed? How are key ideas and concepts summarised? How does the educator link the content of the session to future learning? e.g. follow up activities,

independent learning, and/or upcoming tutorials


12

3. Designing for learningHow does the session design align to the intended learning outcomes?

Are the learning outcomes for the session specific, measurable, action-oriented, relevant and time-framed (S.M.A.R.T)?

How do the session activities align with the intended learning outcomes?


How does the session design contribute to assessment for learning? How does the session design incorporate formative assessment tasks to help students to determine

their progression towards the learning outcomes? How does the session design provide a feedback process that supports the development of students’

understanding of the importance and value of feedback to their learning?


13

3. Designing for learning cont.How does the session design contribute to student engagement and learning?

How does the educator incorporate knowledge of student diversity (e.g. culture, disability, range of student abilities, prior knowledge and experience) and needs into the design of the teaching session?

How does the session design illustrate a learning-focused approach & incorporation of contemporary teaching practices?


How does the session design contribute to student-centred learning environments?

How does the session design take into account the spatial, temporal, and social learning environment? How does the session design incorporate digital technologies to enhance learning (where relevant)? How are resources designed to support student learning? e.g. handouts, audio-visual, PowerPoint,

materials etc How effective is the structure of the teaching session? e.g. segmenting, time management , pace


14

4. Using active learning strategiesHow does the facilitation of the session activities promote student engagement and learning?

What strategies are used to motivate the students to learn? How does the educator engage students cognitively? e.g. by asking questions, providing examples,

modelling, and scaffolding learning How does the educator facilitate student-to-student interaction to promote collaborative learning? How are students assisted to think critically and creatively and apply learning through independent

practice? How are activities tailored to be inclusive and take student diversity into account?


5. Using feedback for learningHow is feedback used to promote student engagement and learning?

How does the educator monitor student learning and seek feedback during the teaching session in order to adapt strategies and resources if necessary?

How does the educator facilitate a feedback process to support students’ planning, monitoring and modification of their learning and engagement?

What type feedback is provided by the educator to support student learning?


6. Monitoring curriculum implementationHow does the monitoring of curriculum implementation promote student engagement and learning?

In what ways does the educator monitor the session implementation? How does the educator use insights gained from the monitoring process to make plans for session

enhancement?


15

Summary of Observations1. Please describe the aspects of the session that worked well:

2. Please suggest potential areas for improvement:

16

Activity Six: Self-reflection post-observationFor the teacher: Use this sheet to complete a self-reflection on your teaching performance, prior to your debriefing session with your observers after each observation.

SELF-REFLECTION - TEACHING SHEET

Date of Lesson: ______________________

1. What do you think worked well?

2. What do you think did not work well?

3. What would you change in order to improve the lesson?

17

Activity Seven: Peer Enhancement of Teaching - Observer ReportFor the observers: Please complete this formal report after you have completed a debrief with your teacher and fellow observer, using the notes you took during the observed class and send to the Peer Enhancement of Teaching and Learning Coordinator. This report is to be completed after each observation.

Academic’s name:

Teaching Profile: (Sessional, Continuing, Fixed Term, Other) Please circle

Academic Role (e.g. course convenor, guest lecturer etc.):

Group:

School:

Course name:

Year level:

Nature of course (e.g. core, elective)

Session type (e.g. lecture, tutorial, collaborate etc.):


Number of students present in today’s class:


Length of session:

Part of session observed?:

Observer Name and Faculty:

Name: Faculty:

18

Quantity of EvidenceCriteria Not

ApplicableNot Observed Some Evidence Moderate Evidence Significant Evidence

Establishing an environment and climate that supports learning

Comments supporting your observations

1. How does the educator establish a learning environment that supports student engagement and learning

2. How does the educator establish a learning climate that supports student engagement and learning?

Facilitating the learning and teaching context

Quantity of EvidenceNot Applicable

Not Observed Some Evidence Moderate Evidence Significant Evidence


1. How is the context framed to assist student engagement and learning?

2. How is the session summarised and integrated with future learning for the students?

19

Designing for learning




1. How does the session design align to the intended learning outcomes?

2. How does the session design contribute to assessment for learning?

3. How does the session design contribute to student engagement and learning?

4. How does the session design contribute to student-centred learning environments?

Using active learning strategies




How does the facilitation of the session activities promote student engagement and learning?

20

Using feedback for learning

Quantity of EvidenceNot Applicable Not Observed Some Evidence Moderate Evidence Significant Evidence


How is feedback used to promote student engagement and learning?

Monitoring curriculum implementation

Quantity of EvidenceNot Applicable Not Observed Some Evidence Moderate Evidence Significant Evidence


How does the monitoring of curriculum implementation promote student engagement and learning?

21

Please provide comments on the following questions:

1. What worked well in regards to this specific teaching episode?

2. What suggestions would you make for improvements?

22

Appendix A: Peer Enhancement of Teaching (PET) at Griffith -

Understanding the process as an observed teacher

23

You complete a briefing for your observers re second session

Collated Student

feedback received

You collect student evaluation data You complete a self reflection on your teaching You receive a post-observation verbal debrief with observers

Observation1

You collect student eval data You complete a self reflection on your teacing You receive a post-observation verbal debrief with the observers

Observation 2

You use peer and student feedback to help guide changes to your practice

Final report provided to

you

Attend information session (optional) You choose a discipline observer and agree on two observation dates You advise the PET coordinator and then we will find a L & T observer to join you You complete a self reflection against the L&T capabilities framework* NEW You complete briefing sheet for your observers

You are here

Peer Enhancement of Teaching (PET) at Griffith -Understanding the Observer role

24

Repeat steps for second observation

Receive an invitation to be an observer for a specific teacher for you to accept/reject

You are registered

as an observer

Receive briefing from teacher Preparation

Attend/view online observer session

You are invited to

be an observer

Wait for next invitation that suits your availabilityReject

Observations are scheduled with teacherAccept

Once both observations have been completed,

ensure reports have been sent to

PET Coordinator

Immediately following session, plan feedback with fellow observerAttend debrief with fellow observer and observed teacher; provide quality verbal feedbackWrite formal report and submit to PET Coordinator

Observation

contents · web viewat griffith, our capacity to ensure high quality student learning experiences...

Documents