Teaching Observation HandbookGuidance notes for staff involved in
teaching observations
Academic Development Unit
1
CONTENTS
Page(s)
Introduction
4
How the teaching observation process works
5-6
Who is involved
6
What happens before a teaching observation
7
Protocols for an effective teaching observation
8
What happens after an observation
Giving feedback
9
Receiving feedback
9
Promoting ongoing CPD
10
Frequently asked questions
12-14
Observation proforma:
General observation form (applied to most teaching contexts)
Appendix 1
(p.15)
General observation form- checklist format
Appendix 2
(p.20)
Seminar observation form
Appendix 3
(p.24)
Skills-teaching observation form
Appendix 4
(p.28)
PBL observation form
Appendix 5
(p.32)
Research Supervision observation form
Appendix 6
(p.36)
On-line distance-learning observation form
Appendix 7
(p.40)
Observation of teaching within a fieldwork context
Appendix 8
(p.44)
Post-observation self-reflection
Appendix 9
(p.48)
Annual Teaching Observation Summary Report- Faculty template
Appendix 10 (p.50)
2
Introduction
The process of teaching observation builds on a well-established system of peer
observation within the University, developed over a number of years. It has been designed
to ensure that the student learning experience is of a consistently high standard, and is
instrumental in achieving the ‘high quality lifelong learning opportunities’ as documented in
the University’s Strategic Plan.
Underpinning the teaching observation process is an ethos of support for the continuing
development of staff. Essentially it allows managers to engage in discussion with individual
staff about their approach to teaching.
The benefits of further enhancing the teaching observation within the University are:
 It promotes a culture in which good teaching is recognised, valued and celebrated
 It enhances the quality of student learning by providing an effective framework for
staff to review, document and reflect upon their teaching
 It facilitates the identification and dissemination of good practice in teaching across
the University
 It provides encouragement and support for the Continuous Professional
Development of staff involved with teaching and learning
The principles underpinning teaching observation are:
 It is designed to be developmental and encourage reflection
 It is undertaken by managers or delegated others as part of a supportive,
constructive and non-threatening process
 It is further informed by teaching-related performance data such as module
evaluations, student feedback and attainment
 It is either negotiated for individual staff through annual appraisals or, through
academic managers adopting a strategic approach for curriculum improvement
e.g. agreeing with discrete award teams what modules need to be focused upon as
a result of annual monitoring, periodic review, NSS results or student feedback
Essentially through the process of teaching observation, agreed procedures to identify
support and development for staff are in place. These seek to ensure the effectiveness of
staff in their teaching roles, and to provide them with opportunities e.g. mentoring and
coaching, to either further enhance their skills and competency or share their excellent
practice with others. In this way, the process of teaching observation provides the
university with a formal route to assure the ongoing development of teaching practice, to
inform how staff are developed and to use appropriate information to support learning
enhancement.
3
How the teaching observation process works
Step 1
The line manager either
Agrees with individual members of staff during appraisals which module(s)
should be the focus of their teaching observation for this academic year. This
may be informed by teaching performance data e.g. student module
evaluations or student module results.
or
Agrees with whole curriculum teams based on the basis of award-level
performance data which modules/awards should be focused upon. This
decision may also include a themed focus based on identified enhancements
e.g. level of interaction with students, inclusive practice or activity-based
teaching.
Both of these routes should normally result in every member of staff being
observed once a year.
Step 2
Each member of staff discusses with their line-manager and agrees who,
from the Faculty College of Observers, would be the most appropriate
member of staff to carry out their observation.
This decision is confirmed with ADLTs who have an overview of all
observations within the Faculty.
Step 3
The line manager liaises with the observers to agree their allocation.
Step 4
The observer contacts the observee to have a pre-observation discussion
which should include agreeing a) a mutually convenient observation date
b) the most appropriate proforma to use for the type of session being
observed and c) any other details to secure an effective observation (e.g.
profile of the student group or whether a new teaching method is being tried
out such as PBL)
Step 5
The observee confirms with their line manager when their observation is due
to occur.
Step 6
The observation takes place and the proforma is completed by the observer.
Step 7
A feedback discussion takes place (this can be either immediately following
the observation or at a mutually more convenient time if necessary).
Step 8
The observer sends the observee a copy of the completed observation form
Step 9
The observer confirms with the line manager that the observation has taken
place but does not send them a copy of the completed observation form –
this is the responsibility of the observee.
4
Step 10
At the next 1:1 meeting, the line manager discusses the observation
outcomes with the member of staff, highlighting the elements of good
practice and agreeing any development action. This is then documented at
the next appraisal.
Who is involved
For teaching observations to be successful in leading to the ongoing development of the
student experience, they involve a number of different members of staff. To make sense of
this, the various stages of the teaching observation process need to be recognised and
understood, as follows:
Planning the observation
Line managers will be responsible for assigning
observers (from the College of Observers*) to
observees (i.e. staff to be observed).
Conducting the observation
During this phase, the observer and the observee work
together to ensure that the observation is carried out
Actioning the observation
During this phase, the line manager and the member
of staff who has been observed work together to make
sure that all the outcomes from the observation are
properly discussed, appropriate developmental actions
taken and then documented at the next appraisal.
Monitoring
The line manager then liaises with the Head of School
to share the outcomes from all appraisals and the
actions taken.
Evaluating and reporting
On an annual basis, the Associate Dean Learning and
Teaching summarises the emergent themes from the
observations within their Faculty and shares this with the
Head of Academic Staff Development for collation
within a report submitted to LTAC
*Which members of staff are in the College of Observers?
On an annual basis, each Faculty will agree who should be in their College of Observers.
These staff are all still teachers themselves, trained in the process of teaching
observations, and all observations will therefore focus on the process of learning and
teaching. Although not exhaustive these will typically include the following:
AGLs
Heads of School
Associate Deans
Learning and
Teaching
Senior or Principal
Fellows of the HEA
Teaching Excellence
Fellows
Academic Staff
Development
specialists
5
Professors
What happens before a teaching observation
Steps 1-3 on page 5 of this handbook explain how observers are assigned to observees.
Once this has been agreed, each observer contacts their observee for a pre-observation
discussion. This is essential to the success of the process. If it is not possible ‘face-toface’, then a telephone conversation or e-mail dialogue may be appropriate. The main
aims of the pre-observation discussion should be to:
1. Establish trust
2. Deal with any fears or anxieties
3. Give reassurance
Ideally the discussion should include the following:
 Agreement on the session to be observed and details of venue.
 Agreement on the process of observation, confidentiality of information and date for
post observation feedback.
 Contextualisation of session to be observed and any relevant issues to be noted.
(The observee should be prepared to outline the intended plan and intended
learning outcomes for the session to be observed and to justify how this fits in with
the rest of the module. Access to a session plan and/or module outline may help to
inform this process)
 Clarification of any particular issue affecting student learning within the session (e.g.
any reasonable adjustments being made for students with disabilities).
 Agreement on the specific documentation to be completed, selecting the most
appropriate for the type of session being taught (see appendices 1-8).
 Clarification of any Faculty agreed issue / additional focus for the observation
process (e.g. if student retention is a focal point, the observee should be able to
justify what strategies they use).
 Request by the observee of any particular issue on wish they may welcome
additional feedback e.g. use of question and answer
 Agreement on the way in which the students will be informed about the process.
 Sharing of any additional concern from either the observee or the observer(s).
6
Protocols for an effective observation
Ideally the observer should aim to do the following:
 Arrive approximately 5-10 minutes before the start of the session.
 Agree with the observee where to sit. Care should be taken so that they are not in
the observee’s or the students’ line of vision. However they should also ensure that
they are able to see both the observee and the students’ faces.
 Endeavour to be unobtrusive and ‘blend into the background’ in order not to disrupt
the learning process. However as a matter of courtesy it is advisable for the
observee to inform the students about the teaching observation process by
adhering to the following procedure:

Explain to the students that a series of teaching observations is taking place
in the University as part of quality enhancement and that this observation is
part of that process.

Briefly introduce the observer(s)

Clarify to the students that the observer(s) do not take part in the session

Ask the students to proceed as normal
 Remember that the objective is to observe and evaluate the learning and teaching
and should therefore not join in (e.g. discussions), although they should take any
handouts which are circulated.
 Be aware of their non-verbal communication signals e.g. should avoid shaking their
heads in despair or raising their eyebrows.
 Keep focused on the extent to which the students are learning. .
 In line with the criteria on the agreed observation proforma, make appropriate notes
within the session. These should focus on aspects which they consider to be the
key strengths and areas for development.
 Aim to stay until the end of the session as leaving early would
 be disruptive for the students and the observee
 prevent observing of an essential part of the learning process
7
What happens after an observation
Giving feedback
Giving and discussing feedback is probably one of the most important aspects of the
teaching observation process and is an essential part of encouraging staff to become more
reflective in their practice. Wherever possible, the observer should meet with the observee
directly after the observed session to provide informal feedback. Formal written feedback
should be provided within 2 weeks of the observation session. The following guidelines are
provided to support staff in the process of giving and receiving feedback:
 Feedback should be given in private – i.e. not in front of the students or other staff.
 The views of the observee are very important. The observer(s) should endeavour
to discuss the session and listen to the observee’s opinions.
 All feedback should be constructive, and supportive, not destructive and
demoralising. For feedback to be useful and constructive, it must not be confused
with judgment. In view of this, the feedback session must be structured in terms of
its content and handling. (Refer to page 10 for guidelines on possible structures for
giving feedback.) If at any point the feedback appears to be judgmental or highly
critical, the observee may become defensive.
 The focus of the feedback should be on the effectiveness of the student learning
process.
 Differentiation should be made between aspects of standard practice and obvious
strengths.
 The feedback should be specific to the observation criteria and should focus on
behaviour rather than the person.
 For feedback to be effective, the observer should consider the amount of
information that the observee can make use of rather than the amount they are
capable of giving.
Receiving feedback
When being debriefed the observee should endeavour to:




Give a rationale for their actions but should not be defensive in the face of
constructive criticism.
Listen carefully and critically.
Check for understanding.
Remain positive about their own development
8
Structuring feedback effectively
Feedback can be given in different ways dependent upon the circumstances and the
preferences of the staff involved. Three distinct possibilities are identified below. Ideally
the observer(s) should explain to the observee what structure for the giving of feedback
they intend to use and seek the observee’s agreement.
Structure 1
a) Ask the observee how well they thought they the session had gone; use open questions
and prompts to encourage further analysis.
Present own analysis of the strengths and areas for development. Summarise what
worked particularly well and could be extended, and what aspects need further
development.
Explain that formal feedback will be sent to the observee within 2 weeks of the observation
session.
Structure 2
Begin by presenting a summary of the strengths and areas for development, using specific
examples from the session to illustrate points.
Invite the observee to add any observations of their own and comment on your evaluation.
Summarise what worked particularly well and could be built upon and what aspects need
further development.
Explain that formal feedback will be sent to the observee within 2 weeks of the observation
session.
Structure 3
Begin by going through the session chronologically, describing the effectiveness or
otherwise of various stages and activities.
Encourage the observee to contribute their views and ideas.
Summarise what worked particularly well and could be built upon and what aspects need
further development.
Explain that formal feedback will be sent to the observee within 2 weeks of the observation
session.
9
Promoting ongoing CPD
As part of giving feedback, the observer will make suggestions for what needs to happen
next in terms of the observee’s development. This might include:
 Some form of up-date training
 Observing other staff teaching in particular contexts e.g. effectively using PBL
methodology
 Letting other staff observe them, particularly if the observee has shown excellent
practice in their teaching
Although the observer will initiate this discussion about the observee’s ongoing CPD, it is
when the observee has a follow-up meeting or their next appraisal with their manager that
this is fully explored. At this point, a commitment to actions is agreed and documented.
10
Frequently asked questions
1. How do I know who my observer will be?
You will be encouraged by your line manager to discuss this at your annual
appraisal. Your line manager will have a list of your Faculty’s College of Observers
and between the two of you, you can decide who from this list would be most
appropriate. This decision is then sent to your Associate Dean Learning and
Teaching, who just needs to check that the call on this observer is not too excessive
(i.e. in case many others in your Faculty have also chosen to be observed by this
person). If on the off-chance this happens, your line manager will let you know and
you can jointly have another look at the list of available observers.
2. What would happen if the observer was someone I didn’t get on with?
You are very much part of the decision to allocate observers and so you will have
the opportunity to let your manager know if, for any reason, you don’t get on with
someone. Your manager will be very keen to find you an observer that you both find
appropriate.
3. How much choice do I have in what teaching session will be observed?
Ideally through your appraisal but also possibly through a discussion within your
curriculum team, a decision will be made about which teaching session would be
most appropriate to observe. For example, you and your line manager might identify
a module where you are trying out a new method of delivery such as integrating
more activity-based learning and so observations from another person would be
particularly valuable. Alternatively your curriculum team might have decided to
focus on the teaching for all level 4 modules so as to pick up on any transition
issues to be addressed.
4. How do I know that the observer is using the right form for my particular
teaching session?
Once you know a) which of your sessions is to be observed and b) who your
observer will be, you can contact them to discuss which form (from appendices AG) would be most appropriate. Having this pre-observation discussion is a vital part
of preparing for your observation to go well.
5. What should I tell my students about the observation?
It is your choice whether or not to tell your students when an observation is taking
place, and it often depends on circumstances. For example, in a lecture theatre of
over 100 students, it is easy for an observer to blend into the audience and remain
unnoticed, whereas in a seminar of 10-15 students, an observer would be much
more obvious.
11
6. Will the teaching observation be graded?
No the teaching observation will not be graded. The process is designed to enable
you to receive helpful feedback on your teaching and this will be divided into
‘strengths’ and ‘areas for development’.
7. Can I ‘fail’ a teaching observation?
No there is not a ‘pass’ or ‘fail’ within a teaching observation. The whole process is
designed to be developmental. You will be encouraged to discuss the outcomes
with your line manager at the next appropriate opportunity (either an appraisal or a
meeting arranged to specifically focus on your teaching observation). It is
anticipated that everyone will be encouraged to consider some areas for further
development through this process. Very occasionally, a repeat observation might be
deemed necessary, but this is more likely to be when there has been some sort of
interruption to the planned observation e.g. evacuation following a fire-alarm or the
teaching room being locked causing half the session to be wasted.
8. Can I have a copy of the observation form?
Yes certainly. Ideally verbal feedback will be given to you immediately after the
observation has finished. If this is not possible due to diary commitments for one or
both of you, a mutually agreeable alternative date and time will be encouraged. This
verbal feedback will then be followed by you receiving a copy of the completed
teaching observation form from your observer.
9. What happens to the observation form?
You will be asked to send your line-manager your completed observation form or
take it with you to your next 1:1 meeting or appraisal. This will then form the basis of
your discussion. Your observer will keep a copy of your completed observation form
but only until the end of the academic year, after which point they will be required to
dispose of it as confidential waste. The purpose of your observer keeping it until the
end of the academic year is so that they can share an anonymised summary of
commonly occurring themes from all their observations with other observers in the
College of Observers (this will be a requirement of their role as an observer and will
be a way of disseminating excellent practice in teaching).
10. What could I do if I disagreed with a comment that had been made about my
teaching?
The post-observation discussion is your opportunity to justify your approach to
teaching which has just been observed. This is meant to be a dialogue through
which you can discuss what took place and why. If you disagree with a subsequent
written comment on the observation form, in the first instance you need to contact
the observer and then your line manager to discuss the issue.
12
11. If the observer really liked my teaching methods, would there be pressure on
me to run staff development sessions on it?
No you will not be required to run staff development sessions on your approach to
teaching (unless you are volunteering to do so!) It is more likely that when good
practice is observed, an observer might ask if you are willing to have other staff
popping in to see how you teach. This would not be a formal observation and would
only be with your permission, at dates and times which are convenient to you.
12. Having discussed my teaching session with the observer, is that the end of
the process?
No, as mentioned in the answer to question 9 above, as well as having a postobservation discussion with your observer, you are also expected to take your
observation form with you to your next appraisal and/or have a specific meeting with
your line manager about your teaching observation. Both of these discussions are a
valuable part of your ongoing development in teaching.
13
Observation proforma
14
Appendix 1
General Teaching Observation Form (can be applied to most teaching sessions)
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
The Start of the Session:
Observation prompts:





Is there a strong start to the session?
Is there any recap on the learning from the previous session?
To what extent is the previous session linked to the current one?
Are the intended learning outcomes made clear to the students?
Does the beginning of the session set the scene appropriately for the rest of the session?
Comments:
Session Development:
Observation prompts:





Is student interest and enthusiasm being maintained?
Is the pace of the session appropriate for all the students?
What teaching methods are used? Are these appropriate? Are they sufficiently varied?
Are all students being challenged?
Is group-work being used? How effective is this for achieving the learning outcomes? How well
is this being managed?
Comments:
15
Inclusive practice
Observation prompts:




Are the views of everyone encouraged?
How is dignity and respect for all students promoted
To what extent are students of all abilities and cultural backgrounds helped to contribute
To what extent are inclusive imagery and language used of students from different cultural
backgrounds?
 How are strategies to ensure the positive engagement of all students used?
Comments:
Communication
 To what extent is an effective rapport with students established and maintained so as to facilitate
positive engagement and communication
 Is the communication of ideas relevant, clear and at a level appropriate for all students?
 Is there opportunity for students to clarify their understanding? How is this handled?
What strategies are used to gain attention, to refocus at intervals and to ensure attention is
maintained?
 How effective are the methods being used to encourage student participation?
 Is there an effective rapport between the students and the lecturer to facilitate communication?
 Are there opportunities for students to think, question and communicate their ideas?
 How effective is the questioning and listening technique?
 Are all the learners answering questions?
 Is appropriate use made of praise?
Comments:
16
Integration of activity-based learning






How are pair/group activities introduced?
How clear are the guidelines as to what the students need to do?
How effective is the management of these activities?
To what extent is pace injected into the activities?
How is progress monitored during activities?
How is student learning captured and consolidated at the end of the activities?
Comments:
Use of resources
 To what extent is best use being made of the learning space available?
 What teaching resources are being used and effectively do they support student learning?
 How effectively is technology used to support and enhance student learning?
Comments:
17
Consolidation & Evaluation of Learning:
Observation prompts:





Is learning checked throughout the session?
Are the important learning points reinforced throughout the session?
Are students given exercises, tasks or reflections to assist in their learning?
Are student made aware of the purpose of any exercises given?
Are students given the opportunity to practice relevant skills (if appropriate)?
Comments:
Close of Session:
Observation prompts:





Is the session drawn to a satisfactory conclusion?
Does the conclusion link to the work to be covered in the next session?
Are important learning points reinforced?
Are the intended learning outcomes revisited to check coverage?
Are the students advised of additional follow up reading / activities to consolidate their learning?
Comments:
18
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
19
Appendix 2
General Teaching Observation Form
(Checklist format)
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
Key focus
Start of the session
1
There is a strong start to the
session
2
Recap on the learning from
the previous session takes
place
3
There is a link from the
previous session to this one
4
The intended learning
outcomes are made clear to
the students
5
The beginning of the session
sets the scene appropriately
for the rest of the session
Session development
6
Student interest and
enthusiasm are maintained
7
The pace of the session is
appropriate for all the
students
8
Appropriate and sufficiently
varied teaching methods are
used
9
All students are appropriately
challenged and engaged with
the learning
10
Pair/group-work is used and
effectively meets the learning
outcomes
11
The session is managed
effectively
Inclusive practice
12
The views of all students are
encouraged
13
Dignity and respect for all
students is promoted
14
Students of all abilities and
cultural backgrounds are
Yes
No
N/A
20
Comments (if appropriate)
helped and encouraged to
contribute
15
Inclusive imagery and
language are used of students
from different cultural
backgrounds
16
Strategies to ensure the
positive engagement of all
students are used
Communication
17
An effective rapport with
students is established and
maintained so as to facilitate
positive engagement and
communication
18
The communication of ideas
is relevant, clear and at a
level appropriate for all
students
19
The opportunity for students
to clarify their understanding
is handled well
20
Strategies to gain attention, to
refocus at intervals and to
ensure attention is maintained
are used effectively
21
Methods to encourage
student participation are used
well
22
Students are given
opportunities to think,
question and then
communicate their ideas
23
An effective questioning and
listening technique is used
24
All learners, where
appropriate, are answering
questions
25
Appropriate use is being
made of praise
Integration of activity-based learning
26
Pair/group activities are
effectively integrated
27
Students are made aware of
the purpose of any exercises
given
28
Clear guidelines for the
activities are given so that the
students know what to do
29
The activities are managed
effectively
30
Pace is effectively and
appropriately injected into the
activities
31
Student progress through
these activities is monitored
32
Student learning from the
21
activities is captured and
consolidated
Use of resources
33
Best use is made of the
learning space available
34
Teaching resources are used
effectively to support student
learning
34
The use of technology
effectively supports and
enhances student learning
Consolidation and evaluation of learning
35
Student learning is checked
throughout the session
36
Important learning points are
reinforced throughout the
session
37
Students are given the
opportunity to practise
relevant skills (as appropriate)
Close of session
38
The session is drawn to a
satisfactory summary and
conclusion
39
The summary and conclusion
link to the work to be covered
in the next session
40
Important learning points are
reinforced
41
The intended learning
outcomes stated at the
beginning of the session are
revisited to check coverage
42
The students are advised of
additional follow-up reading /
activities to consolidate their
learning
22
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
23
Appendix 3
Seminar/Small-group tutorial Observation Form
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
Number of students ............................. Level: (UG/PG) ………………
Key focus
Start of the session
1
Explains the purpose of the
session and the intended
learning outcomes
2
Explains how the session will be
structured
Yes
No
N/A
3
If appropriate, explains how
each student’s contribution to
this session will be assessed
(formatively or summatively)
4
Checks that all students have
engaged in the required prereading
Encouragement for engagement in the discussion
5
Establishes and/or reminds
students of the ground-rules for
engagement in the discussion
6
Promotes respect between
individuals in the group
7
8
Creates an atmosphere for the
free expression of views at the
same time as ensuring that
everyone respects the views of
others
Encourages students to keep an
open-mind
Management of the discussion
9
Keeps the discussion on
track for the intended focus
and outcomes
10
Adopts an inclusive
approach, trying to
24
Comments (if appropriate)
11
12
13
14
15
encourage the views of
everyone
Helps students of all abilities
and cultural backgrounds to
contribute
Uses strategies to ensure
the positive engagement of
all students
Asks a range of open
questions to elicit informed
contributions form students
Wherever possible, seeks
evidence-based answers
rather than opinions
Helps individuals to become
articulate in their answers
16
Encourages the
development of reasoned
arguments
17
Ensures that minority views
are not over-powered by the
views of the majority
Understands when to listen
and when to intervene
18
19
At appropriate points,
reinforces the key learning
points which are emerging
from the discussion
Adopting an inclusive approach
20
Encourages the views of all
students
21
Promotes dignity and respect
for all students
22
Helps students of all abilities
and cultural backgrounds to
contribute
23
Uses imagery and language
which is inclusive or students
from different cultural
backgrounds
Uses strategies to ensure the
positive engagement of all
students
24
25
Ensures that minority views
are not over-powered by the
views of the majority
Rapport
26
Establishes a positive rapport
with both individuals and the
25
27
28
whole group
Maintains rapport even when
views are different to own
Handles sensitive issues and
divergent views in a positive
way
29
Encourages the co-creation of
knowledge with students as
equal partners
Close of session/learning consolidation phase
30
Summarises the key learning
points from the discussion,
accurately incorporating the
views of all
31
Checks coverage of initial
learning outcomes
32
Re-caps on how contribution
to this seminar/discussion has
been/will be assessed
(formatively or summatively),
if appropriate
Outlines intended content of
next session and how the
learning from this session will
be linked
33
26
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
27
Appendix 4
Skills-Teaching/workshop observation form
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
Number of students ............................. Level: (UG/PG) ………………
Key focus
Start of the session
1
Explains the purpose of the
session and the intended
learning outcomes for the
skill/procedures
2
Explains how the session will
be structured
Yes
No
N/A
3
Explains how this
skill/procedure will be
assessed (formatively or
summatively)
Health and Safety
4
Outlines any health and safety
regulation/issue of which
students need to be aware
5
Models best practice in terms
of health and safety
6
Raises concern with any
students not adhering to
required health and safety
procedures
8
Deals with any
disruptive/potentially
dangerous student behaviour
appropriately
7
Organises resources
and/room layout so that
students can safely practice
the skill/procedure
Skill-demonstration phase
9
Explains to students what the
skill/procedure involves
10
Communicates effectively with
the students whilst
28
Comments (if appropriate)
11
demonstrating the
skill/procedure
Explains to the students about
each part of the
skill/procedure
12
Is audible to students
13
Poses relevant questions to
heighten the students’
understanding of the
skill/procedure
14
Invites questions from
students to ensure they
understand what to do
Practice phase
15
Divides students into
appropriate groupings so that
skill/procedure can be
practised
16
Gives precise instructions
about what the students now
need to do
17
Monitors students’
learning/progress as they
practise, stopping and
intervening to ensure safety
and correct use of equipment,
addressing incorrect
techniques
18
Divides time appropriately
between students/groups to
monitor their progress
Gives ongoing feedback to
individual students and/or the
whole group as they practise
Maintains an appropriate pace
by setting targets for how
students should be
progressing with the
skill/procedure
Reinforces key points to keep
students focussed
19
20
21
22
Handles problems of
inattention/inappropriate
behaviour
Adopting an inclusive approach
23
Encourages the views of all
students
24
Promotes dignity and respect
29
for all students
25
Helps students of all abilities
and cultural backgrounds to
contribute
26
Uses imagery and language
which is inclusive or students
from different cultural
backgrounds
Uses strategies to ensure the
positive engagement of all
students
27
28
Ensures that minority views
are not over-powered by the
views of the majority
Close of session/Learning consolidation phase
29
Brings activities to a close
30
Advises on any clearing
up/closing-down of equipment
and/or the safe disposal of
equipment
31
Summarises the key learning
points
32
Invites further questions from
students
33
Checks coverage of initial
learning outcomes
34
Re-caps on how this
skill/procedure has been/will
be assessed (formatively or
summatively)
Outlines intended content of
next session and how the
learning from this session will
be linked to that
35
30
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
31
Appendix 5
Problem/Activity-Based Learning Observation Form
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
Number of students ............................. Level: (UG/PG) ………………
Key focus
Start of the session
1
Explains the purpose of the
session and the intended
learning outcomes
2
Explains how the session will
be structured into different
parts (corresponding to the
task)
3
If appropriate, explains how
each student’s contribution to
this session will be assessed
(formatively and/or
summatively)
Reminds students about the
expectations re them
participating in the discussion
4
Yes
No
N/A
5
Checks that all students
understand the task and what
is expected of them in the
session
6
Checks that all students have
engaged in any required prereading and/or informationgathering
Organisation of the activity
7
Organises the students into
groups or pairs for discussing
the problem/scenario
8
Guides the allocation of tasks
so that all students have set
responsibilities
9
Injects pace into the session
by setting appropriate
timescales for the activity to
be completed
32
Comments (if appropriate)
10
11
12
Monitors whole group and
individual student
engagement with the set task
Keeps the discussion on
track for the intended focus
and outcomes
Schedules individual or group
presentations (if required)
Use of the room
13
Makes best use of the
learning space available
14
Ensures that the learning
space
is student-centred
15
Arranges furniture so as to be
conducive to and aligned with
the task
Use of other staff (if appropriate)
16
Works effectively with other
member of staff and divides
responsibilities appropriately
17
Works harmoniously and
collaboratively with other
member of staff
Monitoring and enabling the discussion
18
Asks a range of open
questions to elicit informed
contributions from students
19
Wherever possible, seeks
evidence-based answers
rather than opinions
20
Helps individuals to become
articulate in their answers
21
Encourages the development
of reasoned arguments
22
Understands when to listen
and when to intervene
Adopting an inclusive approach
23
Encourages the views of
everyone
24
Promotes dignity and respect
for all students
25
Uses imagery and language
which is inclusive or students
from different cultural
backgrounds
Helps students of all abilities
and cultural backgrounds to
contribute
26
33
27
Uses strategies to ensure the
positive engagement of all
students
Encouragement for engagement in the discussion
28
Establishes and/or reminds
students of the ground-rules
for engagement in the
discussion
29
Promotes respect between
individuals in the group
30
Creates an atmosphere for
the free expression of views
at the same time as ensuring
that everyone respects the
views of others
31
Encourages students to keep
an open-mind
Rapport
32
Establishes a positive rapport
with both individuals and the
whole group
33
Maintains rapport even when
views are different to own
34
Handles sensitive issues and
divergent views in a positive
way
35
Encourages the co-creation of
knowledge with students as
equal partners
Close of session/learning consolidation phase
36
Summarises the key learning
points from the group tasks,
accurately incorporating the
views of all
37
Checks coverage of initial
learning outcomes
38
Re-caps on how contribution
to this group discussion or
presentation has been/will be
assessed (formatively or
summatively), if appropriate
39
Gives initial feedback on
individual and/or group
presentations (if appropriate)
40
Invites peer feedback (if
appropriate)
41
Encourages all students to
reflect on their contribution to
the activity
42
Outlines intended content of
next session and how the
learning from this session will
be linked
34
43
Ensures that all students
know what they need to do
before the next session
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
35
Appendix 6
Observation of Research Supervision
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Research supervision session (e.g. monthly catch-up? viva preparation? .............................
Research student’s year of study .............................................................
Start of the session:





Is there a clear agenda for the meeting?
Is there any recap on the outcomes from the previous meeting?
Is there agreement as to the key outcomes to be achieved in the meeting?
Does the beginning of the meeting set the scene appropriately for the rest of the session?
Is it clear that all participants are fully prepared for the meeting? Has all submitted work
been read by the supervisor(s)? Has the student produced all of the agreed deliverables?
 Is the student allowed/encouraged to lead the meeting?
Comments:
Meeting Development:
 Does the student have ownership of the research programme and the agenda the meeting
follows? Is the latter the same as that agreed at the previous meeting?
 Is there an exchange of opinions? Are all participants’ contributions being valued?
 Is the student being challenged?
 Is the pace of the session appropriate? Is the student being given time to write down key
observations and decisions?
 Is the student being given constructive feedback on their deliverables?
 Are the supervisors continually checking that the student is actively participating in the
decision-making?
 Has the student been given an opportunity to raise any matters not on the agenda?
 Are supervisors sensitive to any age, gender or cultural issues affecting supervision?
36
Comments:
Consolidation & Evaluation:
 Are disagreements being resolved?
 Are decisions being reached and recorded?
 Is the student being informed about the quality of their deliverables and the overall progress
of their studies? Is appropriate praise or criticism being made? Are the supervisors
providing similar assessments of quality/progress being made?
 Are any identified training needs (e.g. gaps in research or communication skills) identified
and addressed?
Comments:
Close of Session:





Is the meeting brought to a satisfactory conclusion?
Are agreed summaries made against each agenda point?
Is it agreed who will produce the report of the meeting and by when?
Is the student being given specific tasks for the next meeting?
Has a date been set for the next meeting and for delivery of the outputs to be discussed at
that meeting?
Comments:
37
General Reflective Points:
 Were there appropriate opportunities for the student to raise issues of concern?
Were the contributions of the student to discussion given appropriate weight and debate?
 Was there an effective rapport between the student and supervisors and between the
supervisors?
 Were the supervisors working effectively as a team?
 How effective was the supervisor(s)’s questioning and listening techniques?
 Was appropriate use made of praise and encouragement?
Comments:
38
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
39
Appendix 7
Negotiated Online Peer Observation (NOPO)
Observation Prompts and Notes
Observer:
Observation Date:
Observation Title:
Aspects of Practice Selected for Focus
in Peer Observation Contract (Form 1)
Observer’s Note and Comments
1.
40
2.
3.
You could use the following section to note any other general points arising from the
observation.
During the review...
a) I noticed...
and I thought...
41
b) I noticed...
and I wondered...
c) I noticed...
and I wanted to ask you...
d) I noticed...
and I wanted to say to you...
42
Adapted from: Bennett, S (2008) Peer Observation – a case for doing it online Teaching in Higher Education,
Volume 13, Issue 5, pages 559 – 570
43
Appendix 8
Observation of teaching within a fieldwork context
Details of Observation
Name of staff being observed .................................... Date ................... Duration ...........
Name of observer ...............................................................................................................
Title of teaching session .....................................................................................................
Number of students ............................. Level: (UG/PG) ………………
Key focus
Start of the session
1
Explains the purpose of the
activity and the intended
learning outcomes
2
Explains how the activity will
be structured
3
Explains how this activity will
be assessed (formatively or
summatively)
Health and Safety
4
Outlines any health and safety
regulation/issue of which
students need to be aware
5
Models best practice in terms
of health and safety
6
7
Yes
No
N/A
Raises concern with any
students not adhering to
required health and safety
procedures
If necessary, stops and
intervenes to ensure safety
addressing incorrect
techniques/procedures
8
Deals with any
disruptive/potentially
dangerous student behaviour
appropriately
9
Organises resources so that
students can safely practice
take part in the activity
Briefing phase
10
Explains to students what the
44
Comments (if appropriate)
11
12
activity involves and/or recaps
on important points (when
students have been briefed in
advance)
Communicates effectively with
the students whilst outlining
and/or demonstrating the
activity
Explains to the students about
each part of the required
activity
13
Is audible to students
14
Poses relevant questions to
heighten the students’
understanding of the activity
15
Invites questions from
students to ensure they
understand what to do
Learning a skill/navigating a problem
16
Divides students into
appropriate groupings so that
the activity can be undertaken
17
Encourages an enquiry-based
response from students
18
Injects pace by setting timed
parameters for the students to
complete the activity
19
Confidently fluctuates
between a directive and a
non-directive approach
according to student need
20
Encourages students to
‘trouble-shoot’ in order to
solve problems
21
Monitors students’
engagement as they
undertake the activity
22
Divides time appropriately
between students/groups to
monitor their progress
23
Gives ongoing feedback to
individual students and/or the
whole group as they
undertake the activity
24
Reinforces key points to keep
students focussed
25
Handles problems of
inattention/inappropriate
behaviour
Use of resources/technology
26
Demonstrates all equipment
45
effectively
27
Uses appropriate technology
to enhance learning
28
Encourages students to
engage with the technology
being used
Adopting an inclusive approach
29
Encourages the views of all
students
30
Promotes dignity and respect
for all students
31
Helps students of all abilities
and cultural backgrounds to
engage effectively in the
activity
32
Is sensitive to cultural or
ethical considerations which
might affect the engagement
of some students
Uses imagery and language
which is inclusive or students
from different cultural
backgrounds
Uses strategies to ensure the
positive engagement of all
students
33
34
35
Ensures that minority views
are not over-powered by the
views of the majority
Close of session/Learning consolidation phase
36
Effectively brings activities to a
close
37
38
Advises on any clearing
up/closing-down of equipment
used
Summarises the key learning
points
39
Invites further questions from
students
40
Checks coverage of initial
session aims and learning
outcomes
41
Re-caps on how this activity
has been/will be assessed
(formatively or summatively)
46
Summary of observation
Key strengths
Key areas for development
Suggested ways forward and/or opportunities to share practice with others
Observer signature ......................................................... Date ........................
Observee signature ......................................................... Date ........................
47
Appendix 9
Post-observation Self-Reflection
The following points are designed to help you reflect on how you felt about your teaching session,
guiding you to then focus on what changes you think you could make.
How satisfied am I with the way I:
Very
satisfied
Planned the session
Prepared effective learning resources
Started the session
Linked the learning from this session to the
students’ previous learning
Used question and answer
Conveyed my enthusiasm for my subject
Used technology to support the students’ learning
Explained the purpose of the session
Established and maintained an effective rapport
with the students
Included all students, irrespective of abilities or
cultural backgrounds
Used questioning
Structured the session in terms of dividing it into
different parts
Introduced and explained the purpose of activities
Facilitated productive discussion during the
activities
Monitored student progress during the activities
Coped with the range of abilities
Checked on student learning
Summarised the learning and made
conclusions
Directed the students to further learning relevant to
the topic
Made links to the next teaching session
48
Satisfied
Dissatisfied
Very
dissatisfied
From reflection into action:
 What seemed to work well?
 What do I need to work on?
 What do I now need to do?
49
Appendix 10
Annual Teaching Observation Summary Report- template for Faculties
PART I –TEACHINGOBSERVATION PROCESS
Number of teaching observations
Number and % of full-time and
fractional staff observed through
managed observations leading from
appraisal
Issues which led to individual
teaching observations e.g. NSS
comments, poor module feedback or
issues which led to the teaching
observations across a whole award
Number and % of full-time and
fractional staff observed through
teaching observations of group of
staff in identified awards
Issues which led to the group
teaching observations e.g. NSS
comments, poor module feedback
Number and % of part-time teaching
staff observed through classroom
observation
Number of awards in which teaching
observations took place
PART II - OUTCOMES
Good practice identified by the
teaching observation process
Areas for development identified by
teaching observation
Academic staff development needs
identified through teaching
observations
Award or academic group-level
learning identified through teaching
observations
Faculty-level learning identified
through teaching observations
Proposed changes to next cycle of
teaching observations
50