SGIFs at RDC focus on teaching and learning and are formative. This chart identifies the difference between formative and summative observations or reviews, and how this applies within current roles and expectations.

Formative and Summative: what is the relationship?

Source: User Generated Education

• New Faculty Performance Policy (in effect July 1, 2017)
• Human Resources Policies

The Peer Observer or SGIF Facilitator is responsible for maintaining the data and documents produced in a confidential matter until the end of the Academic Year (June 30th). At the end of the Academic Year (June 30th), documents related to the Observation or SGIF should be destroyed.   It is the responsibility of the Faculty Member who receives a Peer Observation or SGIF to maintain his or her SGIF Report or Peer Observation Report long-term for use in the Year-End Package.

This document gives a detailed overview of the Peer Observation Process. Both Peer Observers and faculty receiving Peer Observations should be familiar with this document.

This document will be updated as needed. Please check back for changes marked in bold.

• Peer Observation Process Document

This form is intended for the faculty member who will be observed to complete in advance of the pre-observation meeting.

• Pre-Observation Instructor Form

This form is for the use of the Peer Observer during the pre-observation meeting. Ideally this is held up to a week prior to the planned observation. The purpose of the meeting is to discuss the faculty member’s goals for the observation, and for the peer observer to gather information about the context of the course, the student population and experience, and the plans for the session on the day of the observation.

• Pre-Observation Observer Guide

This document may be used to organize notes and feedback during the observation of a teaching session.

• Peer Observation Form Data Collection

This instrument incorporates areas related to activities in teaching and learning that lend themselves to a dynamic and interactive learning experience. Influenced by learner-centred principles, universal design for learning, and sound pedagogical practices, it has been adapted from the Institute of Teaching, Learning, and Academic Leadership, State University of New York

• Peer Observation Checklist

This document provides an alternative data collection method to capture observations and comments. Less structured in orientation, it cues the peer observer to note both instructor and student behaviour.

• Peer Observation Ethnographic

This guide poses discussion and reflective questions for the post-observation meeting.

• Post-Observation Meeting Guide

• Peer Observation Report Template

This links to the CTL website and numerous resources for learner-centered practice.

Learner-centred teachers:

• Engage students in learning
• Teach students how to learn
• Encourage student reflection
• Motivate students by sharing power
• Encourage collaboration

Attached below are several Lesson Plan templates offered for use during Introduction to Teaching and Learning (ITL). Participants are also free to use other formats.

• Lesson Plan 1 Outcome
• Lesson Plan 2 Full Plan
• Lesson Plan 3 Madeline Hunter Model

Resource: This website includes information on Effective Lesson Planning specific to Higher Education: http://www.crlt.umich.edu/gsis/p2_5

Thank you for your commitment as a Peer Observer at Red Deer College! Peer observations are an important component within Faculty Evaluation, and the feedback and reflection are integral to our development as teachers.

Peer Observers at RDC will be able to:

• Create a climate for learning and teaching development through mentoring.
• Discuss and model learner-centred principles and practices.
• Facilitate appreciative approaches to teaching development.
• Construct useful and detailed feedback.
• Engage faculty in a self-reflective process.

This site contains information and resources to assist you in your role as a Peer Observer.

This presentation contains information about the changes to peer observations as of September, 2014.

This link will take you to the Presentation for the 2014-2015 Peer Observer Training Sessions. In google docs, this Presentation is live and will be updated before each session

• Peer Observer Training Presentation

This document, which will open as a Google document in a new tab, gives a detailed overview of the Peer Observation Process. Both Peer Observers and faculty receiving Peer Observations should be familiar with this document.

This document will be updated as needed. Please check back for changes marked in bold.

• Peer Observer Process Document

The following videos were created by the Centre for Teaching, Learning and Technology at the University of British Columbia and they provide valuable information to consider within each stage of Peer Observations. These videos are supplemental.

• Reviewer’s first steps (3:24)
• How to prepare for a pre-observation meeting (4:26)
• The pre-observation meeting (3:40)
• The classroom observation (3:51)
• The post-observation meeting (4:01)

• Richardson, M. (2000). Peer observation: Learning from one another. Thought and Action: NEA Higher Education Journal,16 (1). 9-20.

• Hammersley-Fletcher, L., & Orsmond, P. (2006). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2). 213-224.

• Giles, D., & Kung, S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50(2), 308-322.

• Maryellen Weimer’s Faculty Focus blog offers a quick overview of guidelines for consideration when contemplating observations.

• Weimer, M., (2010, August 13). Guidelines for effective classroom observations. Faculty Focus.Retrieved from http://www.facultyfocus.com/articles/faculty-evaluation/guidelines-for-effective-classroom-observations/

According to Kathleen McEnerney et al, reflective feedback has the following characteristics:

• promotes reflection as part of a dialogue between the giver and receiver of feedback. Both parties are involved in observing, thinking, reporting and responding.

• focuses on observed behaviour rather than on the person. Refers to what an individual does rather than what we think she or he is.

• is descriptive, not judgemental. Avoids language that increases the need for the individual to respond defensively.

• is specific rather than general.

• promotes reflection about strategies and the students’ or observer’s responses to a specific strategy.

• is directed toward behaviour which the receiver can change.

• considers the needs of both the receiver and giver of feedback.

• is solicited rather than imposed. Feedback is most useful when the receiver actively seeks feedback, and is able to discuss it in a supportive environment.

• is well-timed. In general, feedback is most useful at the earliest opportunity after the given behaviour.

• involves sharing information rather than giving advice, leaving the individual free to change in accordance with personal goals and needs.

• considers the amount of information the receiver can use rather than the amount the observer would like to give. Overloading an individual with feedback reduces the likelihood that the information will be used effectively.

• requires a supportive, confidential relationship built on trust, honesty, and genuine concern.

Kathleen McEnerney, et al. “Building Community through Peer Observation.” American Association for Higher Education, Forum on Faculty Roles and Rewards (San Diego, CA, January 18, 1997)

This blog from the Centre for Excellence in Teaching and Learning, King’s College raises important considerations when thinking about effective and supportive feedback. Using video clips to stimulate thinking, it is an excellent example of the benefits of constructive dialogue and reflection.

• CELT Blog