PRE-OBSERVATION CONFERENCE
The pre-observation conference has the following goals:
- To establish areal two-way communication
- To discuss and agree on an objective of the observation cycle
- To discuss and agree on what is expected of the observer and the faculty member during the observation period
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A real two-way communication means that each person involved in the interaction has a sincere desire to listen to and understand the other. A genuine feeling of trust must exist between the observer and the observed to make the observation cycle productive. It is important for the observer and the observed faculty member to realize that a single observation will not improve every aspect of the observed class. The observer should limit the focus of their observation to one objective and not focus on every aspect of the class. The objective of the observation should be determined by the faculty member being observed in dialogue with the observer.
The observer's role is to help the observed clarify the objectives that would improve
practice. By creating a feeling of trust, listening, and asking the right questions, the observer can help make the objectives useful to the observed. If the faculty member can formulate the objectives of the observation, feedback is much more useful for the observed and will probably be more readily incorporated in their teaching.
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A review of in-class interaction with peer observation includes, but is not limited to:
- Review of course planning and design (syllabus, web presence)
- Review of instructional materials (handouts, exercises, readings, lectures, activities)
- Review of learning assessments (tests, graded assignments)
- Review of in-class interaction with students and instructor presentations
- Direct observation of instructor presentations
- Other instructional aspects that are relevant to the faculty member being observed can include:
1) planning and preparation,
2) classroom environment,
3) instructional delivery and
4) professionalism
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CLASSROOM OBSERVATION
The observer observes the class session, instructional segment, or particular lesson and collects the agreed-upon data. The observer should avoid value judgments. Again, it is tough to work on all aspects of teaching at once, so if the observer can focus on the limited objectives agreed upon and collect data that the observed feels are helpful, chances for improving the faculty member’s teaching are greatly enhanced. Observations are what you see and hear directly. Avoid inferences (guesses) and judgments (opinions).
It must be mentioned here that the observer should never interrupt during observation. Instead, the observer should note irregularities or incorrect information and bring it to the attention of the instructor only during the post-observation conference.
OBSERVATION ANALYSIS AND STRATEGY SESSION
This may be just a brief period after the observation when the observer reflects on the class and decides how to approach the next phase with the instructor. If the observer is prepared and has had time to organize the data (even if just briefly) the next phase will go much more smoothly. The observer should use this time to think about how best the data can be used by the faculty member.
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POST-OBSERVATION CONFERENCE
This is the time when the instructor and the observer meet alone to discuss the observation and the analysis of data relative to the faculty member’s objectives. If the data is collected and presented in a clear fashion, the instructor will be more likely to use the data and evaluate their teaching and classroom performance. It is important for the observer to elicit the feedback directly from what the instructor sees from the data. This is accomplished only after a feeling of trust and communication has been established. The observer should:
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Ask the instructor to analyze the data and tell the observer about the lesson
...read more
an observer tells the faculty member about what was observed or the data collected).
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Ask questions to focus the instructor on certain aspects of the lesson....read more
(There may be occasions where the observer needs to be more directive. In general, every effort should be taken to elicit the analysis of the data from the instructor).
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Discuss ways to improve the next course session or instructional segment and whether the focus of the next observation will remain on
the already agreed upon objective.
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(This part of the meeting can serve as a part of the next pre-observation conference).
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Request feedback from the instructor as to how effective the supervision
cycle has been and how to improve the next supervision
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