Peer observation of teaching (POT) has been shown to help teachers develop new skills (Cairns, Bissell, & Bovill, 2013) and become more aware of their own teaching (O’Keefe, Lecouteur, Miller, and McGowan, 2009). There is also an apparent reciprocal benefit for both the teacher being observed and the observer. It is speculated that this process allows teachers to reflect on each other’s perspectives and learn from one another (Cairns et al., 2013). Moreover, learning appears to occur regardless of one’s level of expertise, seniority, or faculty status (Bell & Cooper, 2013). Despite POT being an internationally recognized strategy to enhance the quality of teaching and learning in higher education (McMahon, Barrett & O’Neill, 2007), it is not practiced in all institutions. A POT initiative was introduced on our campus which uses a framework of reciprocal classroom observations and reflections amongst peers. This interactive workshop will provide participants with an opportunity to reflect on and share the types of feedback they have received regarding their classroom teaching. In addition, participants will learn about the different POT models that exist in higher education, including the Peer Collaboration Network (PCN) operating at our institution. The benefits of the PCN model, as well as challenges and solutions to keep in mind when developing a similar initiative, will also be discussed. Through this discussion participants will take away the value of POT as a means of engaging in on-going professional pedagogical growth and fine-tuning educational practice.
Bell, M., & Cooper, P. (2013). Peer observation of teaching university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60-73.
Cairns, A. M., Bissell, V., & Bovill, C. (2013). Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University dental school. British Dental Journal, 214(11), 573-576.
McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499-511.
O’Keefe, M., Lecouteur, A., Miller, J., & McGowan, U. (2009). The colleague development program: A multidisciplinary program of peer observation partnerships. Medical Teacher, 31(12), 1060-1065.
