Peer Observation of Teaching
Peer of Observation of Teaching provides the opportunity for you to sit in on each other's classes, observe different teaching techniques and reflect on your own practice...then return to your own class with a fresh outlook.
Peer Observation of Teaching provides a structured framework for the ongoing improvement of teaching and learning through collaboration, reflection and discussion. The process operates in the spirit of impartiality, professionalism, and peer support with the aim of enhancing the practice of participating faculty, leading to the improved quality of student learning.
"Sitting in on Steve's lesson was rejuvenating for me. Observing the close relationship he had with his class reminded me my students and I are playing on the same team."
- To examine the quality of student learning.
- To discuss best practices of teaching and learning.
- To develop collaboration through collegial observation and commentary.
- To discover the importance of self-reflection to effective teaching.
Peer Observation of Teaching is strictly for your benefit-you will not be evaluated and observations will be kept confidential between participants. It is a reflection on our practices for the purpose of continual improvement. This reflection will be informed by ourselves, our peers, our students, and the professional literature. Peer observation is conducted with mutual trust and respect.
A two-hour orientation course will cover procedures and pair up particpants for observations. Afterwards, partners will meet for one preliminary meeting, the observations, and one debriefing meeting. Participants will receive 10 hours of professional development credit for completing the entire process.
Areas of Focus (may include):
- Classroom Environment
- Assessment Techniques
- Teaching Strategies
- Curriculum Design
- Inclusion and Diversity
Faculty members interested in peer observation attend a two-hour orientation course on peer observation of teaching. The course reviews the procedure, models the debriefing process, and facilitates the formation of teams for observations. To learn about upcoming opportunties, visit the course schedule.
Members should also learn about the Four Stages of Peer Observation of Teaching.
For general questions about the program, please contact a member of the Faculty Development team on your campus.
Jyoti Pande, Assistant Director, Faculty and Instructional Development
Osceola and Lake Nona Campuses
Gary Kokaisel, Manager, Faculty and Instructional Development
Charles Fox, Assistant Director, Faculty and Instructional Development
Winter Park Campus
Migdalia Otero Olan, Manager, Faculty and Instructional Development
Sources Consulted in Program Design
Margery B. Ginsberg, Ph.D., co-author Diversity & Motivation
Ian Solomonides, Ph.D., Macquarie University, Sydney, Austrailia