     Robert Breitenbach Clark Germann Mark Potter Tara Tull All members of the FETF have had opportunities to weigh in.

 Our process:   SPS working group, fall 2009 and spring 2010 Piloting of peer observation for formative purposes, spring 2009 and fall 2010  Development of recommendations, fall 2010

   Not returning reliable data for summative decision-making.

Not providing formative feedback that is valued by instructors.

Perceived as a burden.

     Fewer peer observations with better results.

One complete peer observation per semester in years 2, 3, 4, and 5.

 Pre-observation conference   2 in-class observations of at least 75 minutes each Post-observation conference Observations over and above these (including in year 1) can be exclusively for formative purposes.

Narrative evaluation form Training

     What role will evaluation of content play in peer observations?

Who will do the observations? From within or across departments?

How will the summative and formative purposes be integrated?

What will be the precise format of the instrument?

How will peer observation of online courses proceed?

    4 sections on two pages.

Picture each section taking up roughly a half page.

Instrument includes “markers” of effective instructional design and instructional development.

Not all markers of effective instruction will be present in any single class session.

Pre-observation conference

Date: _______________ Objectives: To obtain contextual information about the course, instructor and students. The observer may request a copy of the syllabus.

Questions that may guide the pre-observation conference include:

 What are the goals for the class that I will observe?

 What are your plans for achieving these goals?

 What will be the content that students are expected to master?

 What teaching/learning activities will take place?

 What have students been asked to do in preparation for this class?

 Will this class be typical of your teaching style?

 What would you like me to focus on during the observation?

 Are there other things that I should be aware of prior to the  observation?

Logistics: Confirm time and place, where the observer should sit, whether the observer is expected to interact or not, etc.

Some markers of effective instructional design may be:

      

Instructional Design: The framework for how students interact with course material

Are learning objectives communicated to students?

Is the instructor’s role that of facilitator/coach?

Are clear expectations set for students?

Does the instructor use a variety of instructional approaches?

Do students have the opportunity to engage in active learning?

Are there opportunities for peer-to-peer learning?

Do students have the opportunity to make meaningful connections between their own experience and the content they are learning?

COMMENTS

Some markers of effective instructional delivery may be:

     

Instructional Delivery: The human interactions that establish conditions for learning

Are students engaged, for example in responding to questions, asking their own questions, participating in groups, etc.?

Does the instructor display enthusiasm for the subject?

Is the instructor approachable, friendly, caring, or interested in students’ lives?

Does the instructor communicate clearly to students? Is the instructor organized and prepared?

Does the instructor model the learning process for students?

COMMENTS

SUMMATIVE COMMENTS