April 18, 2022 Peer Observation of Teaching (PoT)
Peer Observation of Teaching (PoT)
IMU advocates faculty development to ensure consistency of students' learning experience based on the University's learning model and to meet the changing needs of health care services. Teaching observation is an essential element of this commitment which equally benefits both the observer and the observee (the faculty who is being observed). Peer observation of teaching (PoT) can be an effective platform for faculty to exchange views on teaching techniques, disseminate good teaching practices, and promote faculty development and improvement.
Objectives of PoT
- To provide a supportive framework for the University's faculty to monitor, triangulate evidence, reflect upon and improve their teaching quality,
- To enhance the quality of teaching by providing a useful framework for sharing good teaching practices,
- To identify faculty development needs related to the delivery of teaching and learning activities.
General Principles of PoT
- The emphasis of POT is on development rather than on judgment. Hence, the outcome will not be used for staff appraisal and promotion.
- PoT is a formative process to enhance the faculty’s teaching skills.
- It applies to all full-time and part-time faculty with significant teaching responsibilities. This programme will be implemented in phases. The Dean of respective schools shall decide on the participating faculty in each phase. Every faculty member should normally be observed at least once every year.
- Faculty members can select face-to-face or online teaching sessions for which the peer observation is to be carried out.
- The peer observation discussion will be kept as a confidential process that occurs between the observee and observers. Nevertheless, PoT reports will be maintained in IMU Centre for Education (ICE) and the faculty participation in PoT and the self-reflection reports will be shared with the Deans of Schools/Directors of Centres every quarter.
1. Pre-Observation Meeting
Prior to the observation, the observee shall arrange a suitable date and time to meet his/her observers. The meeting serves to establish ground rules and clarify expectations. In the meeting, the observee may share with the observers the learning objectives/outcomes of the session, teaching plan, and any potential teaching challenge.
The observers shall attend the teaching session based on the agreed schedule. The peer observers will evaluate the observee’s teaching/facilitation skills objectively using observation tools. The observation may include evidence of alignment between the observee's teaching goals and student learning, student learning and engagement, e.g., questions and comments, note-taking, small group discussion, volume and quality of student participation, student-to-student, and student-teacher interaction.
3. Post-Observation Meeting
The observee shall arrange a suitable date and time to meet the observers, after the peer observation. In this meeting, observers share observation and feedback (including strengths and weaknesses) with the observee based on the peer observation tools. The observee may also seek observers' feedback on how to improve their teaching.
Peer observation is the opportunity for observes to reflect on their teaching skills based on peer feedback. This information is useful for triangulation with other sources, e.g., student feedback or evaluation so that necessary actions can be taken to improve their teaching, including faculty training. The reflection should be documented using the Self-Reflection Report and sent to ICE within two weeks post-observation session. The completed peer observation tools by the observers and the observee’s self-reflection will be submitted to ICE. ICE will collate the information and send it to the Dean/Director of the respective School/Centre.
PoT registration can be done through the following link – https://www.surveymonkey.com/r/HFZKMVYREGISTER
Faculty members can refer to The List of Peer Observers (For IMU Internal use only) to select suitable observers.
(Adapted from the IMU Peer Observation of Teaching Guidelines)