Teacher observation and peer review are valuable professional development strategies used to ensure quality teaching. To ensure that there is pedagogical merit to the process and genuine opportunity for professional reflection, the process requires another expert teacher to be in the same room at the same time (Centra, 2000 & Paulsen, 2002). Given that tertiary education is one of the most casualised sectors in Australia, the US and UK (Kift, 2002), trying to schedule two teachers into the same room is often the greatest challenge.
In this recording, Bronwyn, Gemma and Steve share their experience of piloting Zoom, a Navitas supported technology, to achieve teacherless observation at Curtin College. They explore how this innovative use of Zoom came about, practical considerations, unexpected benefits, feedback from the teachers themselves and future plans to embed this process across the College in 2019.
Explore the slides below:
To continue the conversation, contact Gemma Clarke, Bronwyn Mortimer or Steve Paull, or share your thoughts and ideas about ways to innovate the observation process via Yammer, Twitter and/or LinkedIn with the hashtag #peerobservation.
- Centra, J. A. (2000). Evaluating the teaching portfolio: A role for colleagues. New Directions for Teaching and Learning, 83, 87-93.
- Kift, S. (2002). Assuring Quality in the Casualisation of Teaching, Learning and Assessment: Towards Best Practice for the First Year Experience. 6th Pacific Rim First Year in Higher Education Conference 2002: Changing Agendas – Te Ao Hurihuri, University of Canterbury, Christchurch, New Zealand, 8th to 10th of July, 2002.
- Paulsen, M.B. (2002). Evaluating faculty performance. New Directions for Teaching Research, 114, 5-18.