{"id":21673,"date":"2024-09-11T07:29:44","date_gmt":"2024-09-10T21:29:44","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=21673"},"modified":"2024-09-11T07:31:37","modified_gmt":"2024-09-10T21:31:37","slug":"supporting-tutors-through-peer-observation","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/supporting-tutors-through-peer-observation\/","title":{"rendered":"Supporting tutors through Peer Observation"},"content":{"rendered":"

Tutors are often the first point of contact for our students, playing a crucial role in their learning journey. However, these educators, especially those new to the role, <\/span>don’t always receive ample opportunities to develop their teaching practice<\/span><\/a>. This gap in support can <\/span>leave tutors feeling underprepared and isolated<\/span><\/a> as they navigate the challenges of their new identity.<\/span><\/p>\n

To address this issue and empower our tutors, several schools and faculties across the University of Sydney are adopting local peer observation programs. These initiatives complement our <\/span>well-established Peer Review for Teaching (PRT) program<\/span><\/a>, focusing specifically on supporting and training casual tutors and educators.<\/span><\/p>\n

The primary goal of peer observation programs is to create a <\/span>supportive, low-stakes environment<\/b> for tutor development in a <\/span>non-judgmental setting<\/b>. By observing experienced tutors in action, creating an opportunity to reflect and talk to fellow educators about their practice <\/span>junior tutors can gain confidence, learn effective teaching strategies, and feel more prepared for their own classes<\/span><\/a>.<\/span><\/p>\n

In this post, we’ll explore peer observation: what it is, how it benefits tutors, key features that make these programs effective, and why you might consider implementing peer observation in your own teaching context. This will set the stage for our next post, which will showcase diverse approaches to peer observation across the University of Sydney<\/a>, demonstrating *how* this practice can be adapted to various educational settings.<\/span><\/p>\n

<\/div>\n

Is Peer Review<\/em> the same as Peer Observation<\/em>?<\/h2>\n

Peer review typically involves a more experienced educator <\/span>evaluating and providing feedback<\/span><\/a> on a colleague’s teaching while peer observation focuses on reflective learning through observation of another, perhaps more experienced, educator.<\/span><\/p>\n

\"A<\/a>
The unique and overlapping characteristics of Peer Review and Peer Observation. These two approaches to improving teaching practice differ in their focus and implementation while sharing core benefits.<\/figcaption><\/figure>\n

The literature recognises both peer review and peer observation of teaching as <\/span>effective methods for sharing best educational practices<\/span><\/a>. However, these approaches differ in their approach\/operation and serve distinct, albeit overlapping, purposes. <\/span><\/p>\n

Peer observation is often useful as a low-stakes introduction to the peer review\/peer observation process, making it particularly suitable for both teaching teams and tutor development programs. <\/span><\/p>\n

Prioritising peer observation, programs foster a collaborative learning environment that emphasises personal and professional growth rather than performance-based assessment. <\/span><\/p>\n

In its lightest form, peer observation may be taken up by teaching teams through the practice of \u201csitting-in\u201d on each other’s classes, with the aim to watch and learn without additional procedure or admin.<\/span><\/p>\n

Why focus on Peer Observation for tutors?<\/h2>\n

Peer observation programs offer valuable opportunities for tutors to enhance their teaching practice. The process of observing and being observed can <\/span>significantly boost tutors’ confidence in their teaching skills<\/span><\/a>, while also <\/span>introducing them to diverse and effective teaching strategies<\/span><\/a>. <\/span><\/p>\n

Tutors particularly <\/span>benefit from programs focused on observation rather than review<\/span><\/a>, gaining insights from both observing and being observed. To maximise participation and effectiveness, <\/span>programs should be conducted regularly and maintain a non-judgmental, development-oriented approach<\/span><\/a>. <\/span>This supportive environment encourages tutors to engage fully in the process, leading to meaningful improvements in teaching quality across the institution.<\/span><\/p>\n

What makes an effective Peer Observation program?<\/h2>\n

Must-haves<\/h3>\n

While local adaptations will look a little different in each context, there are some core features common to successful peer observation programs:<\/span><\/p>\n\n\n\n\n\n\n\n\n
Paid participation:<\/b><\/td>\n\n
    \n
  • Tutors are compensated for their involvement, recognising the value of their time and effort<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Scaffolded structure:<\/b><\/td>\n\n
    \n
  • Clear timeline for the observation process (e.g., specific weeks for observations)<\/li>\n
  • Structured reflection activities<\/li>\n
  • Guided observation process<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Clear, evidence-based observation proforma:<\/b><\/td>\n\n
    \n
  • Provides a framework for consistent, focused observations<\/li>\n
  • Adapted from established programs (e.g., university-wide Peer Review for Teaching program)<\/li>\n
  • Customised to suit local context and specific teaching environments<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Supported process:<\/b><\/td>\n\n
    \n
  • At a minimum, online resources and instructions available<\/li>\n
  • Clear point of contact for program inquiries and support<\/li>\n
  • Integration with existing training or development programs<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Time considerate:<\/b><\/td>\n\n
    \n
  • Designed with awareness of tutors’ and casual educators’ competing time pressures<\/li>\n
  • Efficient use of observation and reflection time<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Non-judgmental approach:<\/b><\/td>\n\n