Tag Archives: management

Professional Development – that’s what I want!

The next #AusELT Twitter chat will take place on Thurs 3rd July at 8.30pm Sydney time (click here to see the time where you are). #AusELT stalwart Lesley Cioccarelli has kindly volunteered to manage and moderate this one, on a topic which is close to her heart: professional development. In this pre-chat post she shares some questions and resources to get you in the mood 🙂 

What do we want image It seems that everyone wants more Professional Development (PD), teachers and managers alike. But do we want the same things, and do we want them in the same timeframes, formats, etc.?

These are some of the questions we could discuss in the chat:

  • What do teachers want and expect from PD?
  • What do managers want and expect from teacher PD?
  • What is the role of teachers in their own PD?
  • What is the role of managers in teacher PD?
  • What do each of these groups think the role of the other is?
  • What happens when these are NOT compatible?

We are all trying to teach, encourage and nurture independent learning skills in our students. So how well are the teachers doing in their own independent learning? In a conversation with a highly respected teacher educator recently, where I was lamenting the reluctance of some teachers to seek their own learning opportunities, even when they were offered to them on a plate, she commented:

I think some people only think PD is relevant if it directly answers a current and immediate problem for them. They do not see it as an opportunity to broaden horizons, or think differently or even just connect with others. What can you do?”

So what can we do? My next question:

  • How do we (as managers or teaching colleagues) encourage and support teachers to manage their own PD, to seek opportunities for PD on their own, to become independent learners?

I would love to discuss how we can encourage teachers to share, reflect on, and discuss their learning, both in their workplace and beyond, but I think that might be a topic of another discussion.  🙂

I realise that discussing this on #AusELT is a bit like preaching to the converted, but I think that through sharing experiences and ideas on these issues and more, we can maybe brainstorm some solutions for the benefit of us all.

Some resources to think about

These are mostly related to the role of the manager (or principal) and all come from school sectors, but I think there are ideas we can borrow.

    • Pedigo, M. (2004). Differentiating Professional Development: The Principal’s Role. Melbourne, Hawker Brownlow Education. I love this little book! It has many practical ideas in the ‘Action Steps’ boxes in each section. It’s quite cheap, but unfortunately is not available as a download that I can find. You can view sample pages on the publishers website. There’s also a review here.
    •  Johnson, J. (2011). Differentiating Learning for Teachers. Connected Principals (blog). Extract: “After attending Lyn’s session (*), I started to wonder: Why have they become complacent? Why are they not continuing their own professional learning? Have we given teachers an environment in which they have had an opportunity to continue to grow as professionals? Have we given them the autonomy to expand their knowledge/skills and take risk in the classroom?
    • *Hilt, L. (2011). Differentiated Learning: It’s Not Just for Students! Reform Symposium RSCON3 2011. (Recording). This is the session referred to above. In her session, Lyn talks about Individualized Education Programs (IEPs) and experiential learning for teachers. Also checkout her slides and list of resources referenced in the talk here.
    • Hunzicker, J. (2010). Characteristics of effective professional development: A checklist. Extract: “Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.” NB: The checklist on page 13, customised to your environment, might be useful for both managers and teachers alike.
    •  Jayaram, K., Moffit, A. & Scott, D. (2012). Breaking the habit of ineffective professional development for teachers. McKinsey on Society (blog). More focused on the manager (or school/college) providing the PD for teacher, but has some useful ideas.

Hope to ‘see’ you next week for the chat – looking forward to sharing ideas with you then!

This post by Lesley Cioccarelli (@cioccas)

#AusELT chat summary: Management issues, with Andy Hockley (5 June, 2014)

© Aparna Jacob

© Aparna Jacob

Our one-hour chat on ‘management issues’ was certainly fast and furious. Many interesting issues were touched on, some that we surely need to come back to in more detail another time! Aparna Jacob has done a wonderful job with the summary on Storify – click here to see what we talked about, and feel free to keep the conversation going by commenting below or on the #AusELT Facebook page. Many thanks to Aparna and to everyone who attended the chat. And special thanks, of course, to Andy Hockley as our expert moderator.

PS: If you’d like to know more about Andy, check out his blog, From Teacher to Manager, or follow him on Twitter.

This post by @sophiakhan4

Upcoming #AusELT Twitter chat: Management Issues, with Andy Hockley

andyhockleyIn response to recent interest in discussing ‘management issues’, we’ve invited honorary #AusELTer Andy Hockley (@adhockley) to join us as a guest moderator in our next Twitter chat, which will take place on Thurs 5th June at 8.30pm Sydney time (to check the time where you are, click here).

Andy is the lead trainer on the IDLTM (International Diploma in Language Teaching Management), and he frequently delivers workshops, conference talks and other trainings on the subject of ELT management. He is also the co-author of From teacher to manager: Managing language teaching organisations (CUP, 2009) and Managing education in the digital age: Choosing, setting up, and running online courses (The Round, 2014), and a long-standing committee member of the IATEFL Leadership and Management Special Interest Group (LAMSIG).

Whatever type of academic manager – or ‘managee’ – you are,  please come along to share your experiences, ideas and tips, and to get constructive advice on problems you may be facing right now.

Some questions that might get you thinking:

  • What do you regard as the key skills of an academic manager?
  • What do you wish you had known before you took on a management role?
  • Are there any issues that particularly affect us in Australia? How can these be addressed?

These are just a few ideas – feel free to bring your own questions to the chat or post them below. And see you on Thursday!


This post by @sophiakhan4





Setting up a peer observation scheme

In April of this year, we had a very popular #AusELT Twitter chat on the topic of setting up and running effective peer observation programs. In a follow up to that, we’d like to share a great article by honorary #AusELTer, Andy Hockley. Andy specialises in leadership and management training, and has conducted research in the area of peer observations. This article was first published in the IATEFL LAMSIG newsletter, and is reproduced here with his permission – thank you, Andy!

MC900439343Professional development for teachers can take many forms, and as academic managers and supervisors it is our responsibility to create and facilitate opportunities for such development. In many cases it is additionally a requirement of an accreditation scheme.

Training on the International Diploma in Language Teaching Management (IDLTM) for many years has given me an exceptional opportunity to hear about the performance management and professional development schemes of over 300 LTOs worldwide. In that privileged position I have been a party to countless discussions and debates over one major feature of such schemes – observations. In this article I would like to focus, in particular, on peer observations, because it is something which interests many LTO managers and supervisors, but, it seems, it’s often set up in such a way that it doesn’t really work. By peer observations, I mean teachers observing other teachers in a structured or semi-structured way, and in so doing creating the conditions for dialogue over shared experiences.

Why Peer Observations?

Peer observations can be, if properly organised, a really useful tool for professional development. The benefits of observation for both observer and observed are self-evident as a learning tool, and in general it’s an excellent source of professional development which is sitting right there in your LTO. The observed teacher gets the benefit of a second set of eyes who can see things that they may have missed, while the observer gets the chance to see how another teacher may handle certain situations or activities in a different way from them.

As such it is not only useful, but it is also an inexpensive form of PD (though its low cost should not be taken to suggest it is of little value). Unlike other types of observations, it is not (or rather shouldn’t be) perceived as judgmental, but rather as developmental. And finally, a successful peer observation system opens up the channels of communication in the staffroom and can be a step along the road to creating a culture of feedback.

So, why not?

Despite the fairly clear advantages, it looks as if few LTOs actually run successful peer observation systems. In late 2012 I carried out an onlne survey on peer observation systems, in which more than 60 teachers and managers answered questions about their own organisations. Only 12.5% of these respondents said that their LTO has a system in which teachers participated enthusiastically and from which they gained a lot.

There are two main reasons for this gap between the obvious benefits in theory and the lack of them in practice: attitudinal and practical.


  • A fear of observations in general, brought about by people having had bad experiences, or because observations are the way we are judged/evaluated in most training courses (and often in LTO performance management schemes).
  • Because observations, even peer observations, are seen as imposed from above.
  • Because they are seen as not important. A curious side effect of the importance attached to judgmental observations, is that developmental ones can, if not sufficiently promoted, feel unimportant.


  • Teachers don’t have the time to organise and actually do the observations
  • Teachers don’t have the time to do it well. Perhaps they do the observation, but don’t meet before and don’t have a worthwhile feedback session afterwards. 
  • Teachers don’t know how to observe. 
  • Teachers (and others) don’t know how to give (and receive) feedback.

So, there are a fair number of reasons why peer observation may not be as successful as we might hope.

What does the research reveal?

Through the survey , the following data emerged: Of the LTOs surveyed,27% had obligatory peer observation, 38% encouraged it, and the remaining 35% had no system. In response to the question ‘Do teachers participate enthusiastically and gain a lot from the process?’, 13% responded “yes, very much so”, 50% “some yes, some no”, 9% “it’s just an obligation” while the remaining 34% that it “never happened”.

As for the details of the systems that were in place, the vast majority were perceived as imposed by the DoS/management. Before the observations, sometimes teachers would meet, or sometimes there were forms to be completed, but often there was no formal contact between observer and observed before the lesson itself. During the observation, sometimes there were tasks, or observations sheets to be filled in; in other situations the role of the observer (and what they were observing for) was negotiated by the two teachers, and in some cases there was no clear idea of what should be done. Post observation tended to be described as a discussion, with, in some cases, a form to be completed (and subsequently put on file).

Developing a successful peer observation system

So, given the reasons for the given above for the gap between theory and practice, how can we come up with a system that actually works more effectively? Can we develop a system that can actually be a great way to enhance professional development, and open up channels of communication and feedback within our LTOs? It seems there are a few ways which can, at the very least, create the conditions for a more successful system.

To begin with, let the teachers themselves decide how it is to work . It may be that the virtues and value of peer observation are not entirely obvious to everyone, so you may have to sell the idea to them, but once you have, let them design the system – how it will work, what the structure of the system will be, and what the details are. If necessary, make some suggestions, or at the very least, provide some articles and reading materials to help the teachers choose among some options. Ruth Wajnryb’s book “Classroom Observation Tasks” is perhaps a good starting point.

Secondly, offer training in the skills needed to observe one another productively. Run a training session in how to observe – it’s a skill that many people need to acquire. Maybe someone in your staff is an experienced observer and can offer such a session. Put together a training session on giving and receiving feedback.Not only is observing someone a skill, but giving and receiving feedback is very definitely a skill – and one which will not only be useful in the after-observation discussion, but will benefit the LTO anyway. Peer observation, and by association professional development is important, and it needs to be seen as such. It’s no good telling everyone you believe wholeheartedly in peer observation, but don’t support them in doing it. So,thirdly demonstrate its importance through concrete actions . Give teachers the time to do it by making it part of their contractual professional development time, as well as making it an integral part of the annual performance management systems.

Finally, one more aspect that tends to tie people in knots when thinking some of this through is the question of proof. If you make peer observation a contractual requirement, then what kind of evidence will you be looking for to confirm that the observations have taken place? If you require observation notes or lesson plans, then immediately the “between peers” aspect of it becomes subverted, and whatever resistance you might have managed to overcome could reoccur. But, many DoSs argue that if there is no paper trail then they can’t be sure that the observations are taking place. I would suggest you put this point to the teachers too. Perhaps one compromise option is to ask teachers, in their annual review meeting, to discuss how it went, what they got from it and how the peer observation system itself could be improved.

Peer Observation in Practice

I’d like to close with an approach devised by Pip Linney-Barber, an academic manager in Australia, as part of his work on the IDLTM. Called the ‘peer-support model’, it is based partly on the work of Jill Cosh (reference below). Pip was working in a situation in which he felt teachers were extremely resistant to being observed both for historical reasons and because of the perceived power dynamic. The peer support model flips the power relationship of the observed lesson. As Pip puts it, “In this model, a teacher with a particular concern or interest e.g. pacing or a specific grammar point, will request to observe a colleague who they feel might give them some insight, or new ideas, about how to address the particular area of interest or concern. In this model the observed teacher is assuming the mantle of teacher trainer. The emphasis shifts from the observer judging the lesson to the observer learning from the lesson.”

His proposal was to introduce this idea to the teachers. Prior to the meeting they were given a handout on peer observation and peer reflection (from Jeremy Harmer’s The Practice of English Language Teaching) to spark discussion and thinking about peer observation. At the meeting the peer support model was proposed, and discussion began about how to make it work and what would be helpful. The final version was as follows:

1. All teachers identified an aspect of their teaching practice that they were interested in developing

2. Teachers were then invited to the lesson of a teacher who felt they had something to offer in this area.

3. Prior to the observation, the teachers sat together to discuss the upcoming observation and to determine whether the observer could contribute to the lesson in a co-teaching capacity.

4. The observer attended the lesson for an hour and filled in the ‘peer support activity’ form (a form which was developed by the teachers as part of this process)

5. After the lesson, either on the same day or the following day, the teachers met for a follow up feedback session which was guided by their completed ‘peer activity support’ forms. (Before this training had been given in giving and receiving feedback) [Linney-Barber, 2012]

Having recently been in touch with Pip, I gather that the feeling from him and the teachers is that the new system is working. However, there is a remaining difficulty: finding the time for teachers to do the observations (especially in a situation whereby the teacher needs to be substituted from their own class in order to observe). He is currently trying to come up with a solution. But in general, he feels that in a difficult environment, the peer support model has stimulated discussion in the staffroom, has got people thinking about their teaching in a more open way, and has been done in such a way that the teachers feel they have made it their own, with the result that enthusiasm for the system is high.

Obviously, this is just one possible solution of many, and which one works best will depend very much on context and situation. A highly motivated teaching team who already share a lot of ideas will probably aim for something slightly different from a group of suspicious teachers who jealously guard their teaching “secrets”. I’d argue, however, that an effective, well run peer observation scheme is something which is very much worth striving for, as part of your organisation’s professional development plan for teachers, and as part of the quality assurance programme that your LTO may be involved in.


Cosh, J. (1999) Peer observations: a reflective model. ELT Journal, 53(1), 22-27 Harmer, J. (2011) The Practice of English Language Teaching. (4th Ed.) Edinburgh, Pearson Education.

Linney-Barber, P. (2012) A Peer Observation Model as part of a Performance Management System. Unpublished Manuscript. Institute of Continuing and TESOL Education, UQ, Brisbane

Peachey, N. (2008) Peer Observations. Retrieved from http://www.englishonline.org.cn/en/teachers/action-research-toolkit/peer-observation

Porter, L. (1982) ‘Giving and Receiving Feedback: It Will Never be Easy, But It Can Be Better.’, in NTL Reading Book for Human Relations Training.

Wajnryb, Ruth (1992) Classroom Observation Tasks. Cambridge, Cambridge University Press

White, R, Hockley, A, Van der Horst Jansen, J, Laughner M. (2008) From Teacher to Manager: Managing Language Teaching Organisations. Cambridge, Cambridge University Press

andyhockleyAndy Hockley trains and writes about management in ELT. He is co-author of “From Teacher to Manager: Managing language teaching organisations” (CUP, 2009),  and co-author of the upcoming book “Managing Education in the Digital Age: Choosing, setting up, and running online courses”.  He is the lead trainer on the IDLTM (international Diploma in Language Teaching Management) and regularly visits  Australia in that capacity.   He frequently delivers workshops, conference talks and other trainings, primarily on the subject of ELT Management.  He is a long standing member of the IATEFL Leadership and Management Special Interest Group (LAMSIG) committee. He lives in deepest Transylvania. He doesn’t update his blog at http://adhockley.wordpress.com often enough.

#AusELT chat summary: Dealing with students as ‘clients’ (2nd May, 2013)

This month’s chat was a heartfelt one for those of us who have struggled to walk the line between what (paying) students want/expect and the pedagogical realities of what they need.  Many thanks to first-time summariser Andrea Rivett (@andrea_rivett) for disentangling the key points so neatly. The whole transcript is available on Andrea’s Storify here.

Vintage Balance ScaleThis is a summary of a #AusELT Twitter chat that took place on the 2nd May 2013, 8.30pm AEST. The discussion focused on dealing with students as ‘clients’ in various English language teaching contexts. If you’re keen to find out more about #AusELT, please join the discussion on the first Thursday of the month and join the #AusELT Facebook page. Looking forward to seeing you there soon… 🙂

Teaching contexts represented

The learning and teaching contexts represented in the chat were ELICOS, VET, private schools and schools. Participants were from Australia and Dubai.

Who are the ‘clients’?

It seems that the answer to this question depends on who is asked.  “T’s NEVER call sts “clients” – but to sales/ management they often are. This affects their expectations.” @SophiaKhan4

Other responses included parents, previous learning institutions, future learning institutions and agents.

The big issues in the student/client discussion were seen as:                  

  • Wanting/expecting individualized programmes
  • Different end goals
  • Varying motivational factors
  • What have students been promised (before arrival)?
  • Pressure/blame on teachers for not meeting demands
  • Entry level/needs not appropriate for timing of end goal
  • Financial and emotional investment
  • Lack of student input in regards to their own progress/goals (passive not active learners)
  • Management supporting students’ needs and not teachers’ needs
  • Outside pressures for students – parents, institutions, agents
  • Parents considering teachers as ‘employees’
  • In some cultures it is acceptable to demand and expect more from the teacher


A unified front

“…we do need to manage expectations btween ss/teachers/management” (@NailahRokic)

“…a clear consistent msg from managers & Ts from the start can preempt a lot of problems” (@SophiaKhan4)

“…the college must be consistent with reponse to pressure” (@Eslkazzby)

“Educating sales people, Ts and management about realistic expectations” (@Eslkazzby)Wooden mannequins pushing puzzle pieces into the right place

For the teacher

“We need to consider their previous learning experiences” (@andrea_rivett)

“Managing expectations and regular consistent academic counselling” (@Eslkazzby)

“Sometimes it’s the dynamic/pace in the class so I move students to another class at the same level” (@Eslkazzby)

“U should be able 2 identify & congratulate sts on their strengths & be specific on what needs work.” (@SophiaKhan4)

In regards to testing

“Don’t just accept offshore testing. Test again on arrival. Use speaking test to discuss goals.” (@Penultimate_K)

“We can’t be ruled by exit evals. I do evals every 3 mnths between tests 2 avoid risk of bias.” (@Eslkazzby)

For the learner

“In my experience, if Ts and mgmt can provide clear and specific reasons why, e.g. a student can’t level up, Ss are often satisfied …Ss need to know that professionals are tracking their progress carefully, rather than just letting them languish in wrong class.” (@ElkySmith)

This summary by @andrea_rivett

Update: Further reading

Article on The Conversation website by Geoff Sharock, Program Director at the University of Melbourne: ‘Students aren’t customers…or are they?‘ 9 May 2013. Spotted by Phil Chapell, @TESOLatMQ

Great blog post that will strike a chord with many: “I want to change my level” by Tyson Seburnt (@seburnt)


#AusELT chat summary: Setting up and running effective peer observation programs (4 April 2013)

Many thanks to Nicki Blake (@Penultimate_K) for this mammoth summary – an amazing job, which clearly lays out the issues involved in this tricky area. 

@20 year old binoculars by @CliltoClimb at ELTPics: http://www.flickr.com/photos/eltpics/

@20 year old binoculars by @CliltoClimb at ELTPics: http://www.flickr.com/photos/eltpics/

We’d had some preliminary discussion of peer observation on the #AusELT Facebook page which was prompted by Kristin (@krisawal) Walters’ question about the different ways in which academic managers set up and monitor peer obs and the response of both observers and observees to a peer observation program (POP). So on April 4, it was good to be able to go into this issue in more depth. Thank you to everyone who participated and in particular to @SophiaKhan4 for moderating another rapid-fire hour of Twitter chat.

Once we’d reconnected and agreed that a month between chats was just too long, @SophiaKhan opened up the discussion by asking:

  • Why bother embarking on a peer ob prog? What’s the value?

The value comes from getting valuable feedback from a colleague/peer. They might see things we miss in ourselves. (@trylingual)

Most teachers have come through diff training experiences – there’s lots of info to exchange. (@Penultimate_K)

Value for observee and observer: mentoring and exploring new techniques. Reflect on own practice. (@Eslkazzyb)

Chance to see inside microcosm of another’s c’room.see/compare/evaluate/share (@krisawal)

The idea of the classroom as a microcosm and the need for teachers to perceive their rooms as equal was seen as a good point by @trylingual. @krisawal added that often teachers compete with each other on this level. Whether a session of peer obs is more collaborative than evaluative often depends on the teachers involved and consideration does need to be given to pairings (@Eslkazzyb) but there is certainly the potential for the observer to gain feedback that is less evaluative and could therefore prove more acceptable than observation by a manager (@krisawal).

The next question was from Paul Forster (@forstersensei)

  • How to encourage teachers to do peer obs?

Teachers need to see a value. I encourage teachers to think about other programs they r interested in or other styles (@EslKazzyb)

Tell them the alternative is DoS obs! (@Penultimate_K)

Plant the seed when talking to a T about a teaching Q that Teacher X is good at that so ‘why don’t you observe? (@EslKazzyb)

Teachers may prefer to be observed by a peer than by the DoS (who often isn’t involved in regular teaching but sometimes they can be shy to ask a peer if they can observe them. (@trylingual).

@SophiaKhan asked for @Eslkazzyb ‘s view  on this, seeing that she has worked hard to create a climate that was positive about PD. The response was that she had her teachers come to her with suggestions for peer obs which they then arranged together with the DoS/Academic manager taking on the role of facilitator and the teacher choosing who they wish to observe.

@TESOLatMQ pointed out that there is very little justification for doing peer obs when teachers don’t get extra pay or paid hours to participate so it is probably better to focus on the issue rather than the observation itself.

  • So should the pairings for peer observation be self-chosen or organised by a ‘DoS-type’? (@trylingual)

It was generally agreed that teachers should choose their own partners for mutual observation and that, if teachers are interested in similar issues they can easily be persuaded to observe each other. This often happens naturally out of conversations that they have had in the staffroom (@Eslkazzyb). However, @SophiaKhan4 pointed out that this might not be so easy to achieve in staffrooms where the culture of peer obs and sharing was not usual. Management may need to have a hand in the organisation but obs cannot be forced. As @michaelgriffin commented, he had had ‘not so helpful’ experiences of forced obs, mainly because there was no explicit focus, target or benefit. There is more likely to be a genuine motivation in the case of self-chosen obs which a forced observation simply does not have.

  • Developing a culture of observation

UnknownCertainly, unless your institution develops a culture of observation, then all of the above questions are moot. @SophiaKhan4 commented that “if you want to set up a program it just won’t work without the groundwork laid first”. @forstersensei suggested that there should be an inservice PD to encourage teachers in this area and that it could be helped along if there were a good collection of teaching videos for teacher self-access. This has the added benefit of letting teachers observe in their own time (@sujava). A good starting point could be to let teachers watch the videos that accompany Jeremy Harmer’s “The Practice of English Language Teaching” seeing as most managers were not so keen about their own teaching being captured on smartphone!

@SophiaKhan4 added that such a PD would allow teachers time for discussion and the building of awareness, as well as giving them time to absorb the concept of an obs program. Starting slowly and letting teachers see and hear positive reactions in the staffroom is a good plan. Just be careful not to overkill it by making a big deal out of it. @sujava suggested that “before PO can begin a school or group teachers should be doing some action research to embed the PO in a context”

  • Who observes whom?

@Penultimate_K had suggested that one of the selling points of a POP was that fact that teachers are peers or near-peers and that if they are teaching the same level or course in different ways they could see how they achieved similar outcomes via different paths. @SophiaKhan4 asked if there was value in a newer teacher ‘watching an older hand or vice versa?’

The idea of more experience teachers mentoring ‘newbies’ through a POP was a popular one. Many managers have encouraged their less experienced staff to watch a colleague. However, the reverse is not as common. Experienced teachers who had been asked to observe a less experienced colleague were described as ‘weirdly nervous about it’ (@SophiaKhan4) and @Eslkazzyb said that some of her experienced teachers had refused to participate in observations. Whether this is down to arrogance or to the implication that participation in an observation program means that you have something to learn (and, therefore, have weaknesses), there needs to be an understanding that once you are an in-service teacher there are benefits to be had from a POP for everyone. The way to approach this might be to emphasise what the benefits are for the observer.

@Eslkazzyb suggested that it might be better for newer teachers to observe rather than be observed as this can help them to build confidence.

  • Do observations get a bad rap because teachers expect to be criticized? (@aparnajacob)

@shaunwilden observed that newer teachers often equate observations with judgement and @forstersensei pointed out that for him (as with many others) negative connotations had arisen out of forced annual obs.

The judgement/appraisal issue stems can be traced back to compulsory pre-service teaching where the trainee is watched and graded by an assessor.

This led to two lines of discussion:

1)   How can we ‘funacize’ (@forstersensei) obs? (And would we really want to? (@shaunwilden))

2)   Is feedback the main point of obs? Or it is discussion, reflection and questions etc? (@Eslkazzyb)

Most people liked the idea of, if not ‘funacizing’ exactly, minimising the more threatening aspects of peer obs by taking the emphasis off feedback.

Certainly you can structure your observations in various interesting ways (classic classroom games like ‘2 truths, 1 lie’ @trylingual or a ‘tag-team’ lesson where teachers teach half and observe half swapping mid-lesson @forstersensei) or you can develop your POP in such a way that it becomes about collaboration and discussion (@SophiaKhan4).

@michaelgriffin raised the point here that many of us were assuming that there had to be feedback and questioned whether this was an ‘absolute must’.

A more constructive way to develop peer obs would have the post-obs discussion (with the emphasis on ‘discussion’) being led by the observed teacher about predetermined focus areas. As @TESOLatMQ said, “It’s inquiry, not feedback!”

For those of us who are, perhaps because of our management roles, ‘feedback-obsessed’, it could be quite refreshing to move away from this. A simplified, more informal procedure (@shaunwilden) in peer obs would mean more of a chance to ‘discuss and grow professional relationships in the staffroom’ (@Eslkazzyb). It’s important to revisit the idea that peer-obs is about ‘colleagues helping each other’ (@trylingual) and that we can often dispense with the training or lengthy discussions and just encourage teachers to enjoy the experience.

  • Is it worth using any feedback/reflection forms, or just leave it up to teachers then? Is there any kind of admin follow-up?

That sounds a bit structured for my liking 🙂 The best PO I’ve exp have been more informal & more a conversation (@cioccas)

I’m not a fan of forms. Ts see enough of these. I ask for a short report (1/2 page) (@Penultimate_K)

If teachers are tracking their dvp, they’d need written feedback, I feel. (@aparnajacob)

Keep them as informal and optional as possible. i.e. no feedback forms/admin work.(@HennoK)

These were very differing views. @trylingual asked ‘Is reflection and growth guaranteed if there is no record?’ with @cioccas contending ‘No, but is it guaranteed if there IS a record?

Certainly a written record can be of benefit especially as a starting point for the post-observation discussions but also for future observations. @HennoK commented on how teachers often dig out an old observation form and reflect. Again the idea of simplicity was stressed for any form that managers or teachers intend to use in a peer obs situation.

  • Final tips? Cautionary tales? Good resources to keep exploring the issue?

Keep an open mind, observer and observee. Watch students’ response to teacher. (@aparnajacob)

If you make notes, make sure the observee gets a copy to keep. I saved all of mine – documented progress! (@Penultimate_K)

Get copy of Ruth Wajnryb’s Observation Tasks I used to give T’s for an idea of all the diff things they could focus on (@TESOLatMQ)

Blog about it if you develop one! (@SophiaKhan4)

The pre and post are start of a discussion that hopefully continues after the PO: culture of collaboration (@Eslkazzyb)

Unknown-1Having a copy of the late, great Ruth Wajynryb’s “Classroom Observation Tasks” to hand received support from @michaelgriffin and @Penultimate_K. This book can provide structure when/if structure is required during a peer obs program. It can also be used as a source of focal points if the observer/observe feel the need to explore different areas of the teaching learning process.

The chat finished on a high note with everyone looking forward to next month’s online get-together as well as some excitement for those of us who get to meet face-to-face at the NEAS conference in May. #AusELT drinks were mentioned as a great way to celebrate the success of the Twitter chats and the growing membership of the Facebook page!