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Background: Getting started with peer observation

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Background: Getting started with peer observation

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Cambridge Assessment International Education, Teaching and Learning Team

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This interactive resource explores the theory, discusses the benefits and considers some practical examples. Teachers and researchers share their experiences, and reflective questions will help you to think about how you can apply Peer Observation in your school.

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Brief outline of peer observation

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In this article I shall look at the basic principles underlying peer observation and its value to institutions and to individual teachers.

What is peer observation?

Quality control or professional development?

How should peer observation be organised?

What are the advantages of peer observation for teachers?

What are the advantages of peer observation for institutions?
What is peer observation?
Peer observation is the observation of teachers by teachers, usually, though not always, on a reciprocal basis.

Pairings may be mentor/novice or experienced teacher/experienced teacher. In the first case the focus will be more clearly on helping the novice to develop their teaching skills both by observing and being observed by an experienced colleague. In the second case, the objective is to provide opportunities for experienced teachers to reflect on their teaching in a calm and private environment.

Quality control or professional development?

Quality control
Peer observation may be used by an institution as part of its quality assurance procedures. In this model, teachers are asked to assess and report formally on the performance of their colleagues according to criteria set out by the institution. Observation reports form part of the ongoing evaluation of the teacher's performance and may influence decisions on promotion or tenure.

There are clear advantages to this type of peer observation. An experienced and competent teacher may be perceived by the institution as the best person to appraise his or her peers. Such a teacher is familiar with the subject, the materials, the methods and may be able to offer both practical help to a fellow teacher, at the same time demonstrating good practice for the fellow teacher to observe and incorporate into his or her own teaching.

However, there are major problems with this model. A good teacher is not necessarily a good appraiser. Unless there are very clear guidelines for the observations, supported by appropriate training for all involved, observers may record subjective and unsubstantiated judgements on their peers. These judgements may unfairly influence the institution against the teacher. This can lead to a deterioration in peer relationships.

Despite these drawbacks, some American universities use peer observation as part of their quality assurance procedures.

Professional development
The model favoured by academic institutions in the UK focuses on the professional development of the observing and observed teachers, while at the same time ensuring that the institution remains uninvolved and uninformed about the outcome of the observation and the issues discussed.

The institution provides a framework for the observation, takes care of the administrative arrangements and ensures that the observations take place as agreed.

The framework and objectives will vary according to whether the observations involve a novice working with an experienced teacher, or whether two experienced teachers are paired.
How should peer observation be organised?
What are the advantages of peer observation for teachers?

Peer observation gives teachers an opportunity to learn from each other in a non-threatening environment. Where there is no judgemental outcome and an atmosphere of trust between the participants, it is to be hoped that teachers will share ideas and suggestions openly and constructively to their mutual professional benefit.

What are the advantages of peer observation for institutions?

Institutions need to ensure that their students are being taught effectively and - equally important - consistently. Peer observation is a powerful tool for disseminating good practice throughout an experienced staff. It is also an important way of helping less experienced teachers both to improve their teaching skills and to absorb the shared values of the institution.

Graham White, Principal of Eastbourne School of English

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In this article I shall look at the basic principles underlying peer observation and its value to institutions and to individual teachers. What is peer observation? Quality control or professional development? How should peer observation be organised? What are the advantages of peer observation for teachers?

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Jack C Richards and Thomas Farrell: Professional Development for Language Teachers. Cambridge University Press

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There are multiple observation instruments that can be used to  record what is happening as you visit:

an open-ended document

the narrative log (recording time, actions, reactions)

checklist/tally (noting specific actions e.g. what kind of questions does the teacher ask, how many times does the teacher call on individual students?)

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-  friendly, supportive environment is needed;

-  observer does not affect the class;

-  objectives and procedures are agreed in advance;

-  feedback is constructive and objective;

-  observer is skilled in observation techniques, familiar with the subject;

-  co-ordination between the observer and the observed is essential;

-  process is systematic to avoid a distortion of class activity;

-  benefits are tangible;

-  participation is voluntary.

Lasagabaster D. & Sierra J. M. (2011). Classroom Observation: Desirable Conditions

Established by Teachers. European Journal of Teacher Education, 34(4), pp. 449–463

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Wajnryb (1992) classic book Classroom Observation Tasks suggests the following areas for classroom observation tasks:

the learner (attending to the learner)

language (e.g. teacher questions, how feedback is given, metalanguage)

learning (e.g. attending to the learner)

the lesson (e.g. planning, transitions, stages)

teaching skills (e.g. eliciting, giving instructions

classroom management (e.g. managing pair and group work)

materials and resources (e.g. task analysis, multi-media tools)

What to focus on should be agreed in advance. The focus can be very technical e.g. timing how much time is spent on particular activities, noting how much time is spent in plenary, how much time do students spend working in pairs, what is the balance between target language use and shared classroom language use? Or it can be more open-ended e.g. what do you think of my use of the breakout room function?