Collaborative peer observation learning circles

Puspha Sinnayah – First Year College, Victoria University, Melbourne, VIC, Australia; Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
Trudy Ambler – First Year College, Victoria University, Melbourne, VIC, Australia

The literature affirms that peer observation of teaching in higher education (HE) is effective as an approach to the professional development of academics (Johnston et al., 2022; Sutherland et al., 2020) and an important factor in institutional quality assurance and evaluation (Zeng, 2020). Despite this, peer observation is rarely systematically sustained and supported in HE due to limited policy requirements, administrative support, financial and time provisions (Johnston et al., 2022). To harness the benefits of peer observation the ‘collaborative peer observation learning circles’ (CPO/LCs) were developed to meet the need for an approach that could be embedded in the collaborative practices already established by academics in their day-to-day work. A unique feature of the approach are the ongoing discussions between colleagues that emerge from the observations of teaching, contributing to the sustainability of peer observation in HE.

A quick guide to CPO/LCs:

Seminal research offering influential ideas about encouraging collegial professional learning underpins the approach (Sinnayah et al., 2023). CPO/LCs are designed to be embedded in day-to-day practice (Ambler et al., 2020; Cochran-Smith & Lytle, 2021), support active learning (Birdwell et al. 2016), and foster a culture that values academics’ ongoing and sustained professional growth (Ambler et al. 2020). More information about the approach can be found in the publication: Reviewing the literature: Collaborative professional learning for academics in higher education

Phase 1 – Form a CPO/LC

Three or four colleagues from within or across disciplines can take the initiative and form a CPO/LC or this can be facilitated by a coordinator.

At the first meeting, establish a climate of respect and trust. Here are a few suggestions for achieving this, agree to: acknowledge strengths, identify areas for development, ask reflective questions, strive for understanding, give constructive feedback, help colleagues to develop and excel, be clear about confidentiality.

Become familiar with the Teaching Observation Template (TOT), located at: https://www.tandfonline.com/doi/full/10.1080/14703297.2023.2227614

(note this template can be adapted to meet your needs). Organise a time where you will meet with a colleague/s to plan the peer observation.

Phase 2 – Planning the Observation

Use the TOT to guide a discussion so you can organise the peer observation then agree the date, time and location for the activity.

Phase 3 – Observation Activity

Undertake the observation, if possible a chat afterwards is helpful. Post observation individual reflection is required – this is a reciprocal activity and all those involved should learn something.

Phase 4 – Post Observation Meeting

Participants involved in the observation meet collaboratively within the learning circle (LC) in an informal setting, to talk about the learnings from the observation of teaching. This is also an opportunity to unpack and share practice with all members of the LC. 

How can we embed CPO/LC in day-to-day work?

Locating learning as something that is intrinsic to being an academic means it has to become integral to daily work. Here are a few tips for embedding CPO/LCs in practice. The list is not exhaustive and if you have some more ideas then please leave a comment at the end of this blog post.

A few tips

• Leadership is important – those in formal leadership roles should sponsor this approach to professional learning.
• Leadership should be recognised as distributed with individuals volunteering their expertise to foster positive growth within the LC.
• Be realistic about the number of observations to be undertaken, decide what will work best in your situation – think when it would be worthwhile.
• If possible, set time aside during staff meetings so LCs can collaborate and take advantage of pre-planned times when colleagues will be together.

• Go virtual, use technology such as Zoom to convene a LC if that suits your needs.
• Sometimes an informal location might work to chat and arrange meetings. It could be over a scheduled coffee, during a lunch break in the staffroom, or perhaps a chat while walking back to an office is appropriate. We often talk about teaching during the incidental interactions that occur daily.
• Include time for a LC during a regular curriculum planning or professional development day/event.
• Take the opportunity to prioritise involvement in a CPO/LC in your staff development plan.

Puspha Sinnayah

Puspha Sinnayah is a teaching and research focussed academic with the First Year College and research fellow with the Institute for Health and Sport (IHES) at Victoria University (VU). She has extensive experience in curriculum design and innovation in blended and active learning strategies in physiology teaching. She has a track record in neuroscience of appetite research and is highly cited in this field.

Trudy Ambler

Trudy Ambler is an Honorary academic at Victoria University and she also works as a Learning and Teaching Consultant. Trudy’s research and publications explore issues related to teacher and student learning, specifically how their ‘experiences’ of learning enable us to better understand the world. This research agenda has taken different forms and includes teacher learning in both the school and university sectors; teacher knowledge; students’ learning; peer learning; first-year curriculum: mentoring; narrative inquiry; autobiographical inquiry; practitioner inquiry; research ethics in learning and teaching; learning spaces and places.

Puspha Sinnayah https://www.linkedin.com/in/puspha-sinnayah-09636356/

Trudy Ambler https://www.linkedin.com/in/trudy-ambler-56a302115/

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References

Ambler, T., Solomonides, I., Smallridge, A., McCluskey, T., & Hannah, L. (2020). Professional learning for academics teaching first-year undergraduate students. Professional Development in Education, 46(5), 845 – 857. 

https://doi.org/10.1080/19415257.2019.1647272 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]

Birdwell, T., Roman, T. A., Hammersmith, L., & Jerolimov, D. (2016). Active learning classroom observation tool: A practical tool for classroom observation and instructor reflection in active learning classrooms. Journal on Centers for Teaching and Learning, 8, 19–27. [Google Scholar]

Cochran-Smith, M., & Lytle, S. L. (2021). Inquiry in the age of data: A commentary. Teaching Education, 32(1), 99–107. 

https://doi.org/10.1080/10476210.2020.1868142 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]

Johnston, A. L., Baik, C., & Chester, A. (2022). Peer review of teaching in Australian higher education: a systematic review. Higher Education Research and Development, 41(2), 390–404. https://doi.org/10.1080/07294360.2020.1845124

Sinnayah, P., Ambler, T., Kelly, K., Konjarski, L., Tangalakis, K., & Smallridge, A. (2023). Reviewing the literature: Collaborative professional learning for academics in higher education. Innovations in Education and Teaching International, ahead-of-print(ahead-of-print), 1–15. https://doi.org/10.1080/14703297.2023.2227614

Sutherland, K., Elgort, I., & Tennent, E. (2020). Teaching and learning circles: Developing reflective practice and enhancing teaching culture. https://ako.ac.nz/knowledge-centre/developing-teaching-and-learning-circles [Google Scholar]

Zeng, L. M. (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 31, https://doi.org/10.1016/j.edurev.2020.100333