Reflective Peer Observation: A Whole School Study

Abstract

Reflective Peer Observation (RPO) has gained increasing attention in the field of education as a means of improving teacher practice and student learning outcomes. RPO involves teachers observing their peers and engaging in reflective discussions about teaching practices. It provides opportunities for teachers to gain new insights and perspectives, which can help to develop their teaching skills. This whole-school study, which took place during the spring term 2023, involved teachers across a range of subjects and key stages with differing levels of teaching experience. It aimed to provide insight into the teachers’ attitudes and experiences of RPO and to investigate ways in which RPO can be used to foster a culture of professional learning within the College.

Introduction

Previous research suggests that RPO can positively impact teacher practice by providing opportunities for teachers to receive feedback on their teaching from their peers, engage in reflective dialogue, and share effective teaching practices (Barnett Coate, 2005 DeLuca, Leshem, Wenger, 2010). Additionally, research has found that reflective peer observation can have a positive impact on student learning outcomes by improving the quality of teaching and fostering a culture of continuous improvement within schools (Timperley, Wilson, Barrar, Fung, 2007). Despite these findings, little research exists on the impact of RPO in whole-school contexts. This study seeks to address this research gap by investigating the impact of reflective peer observation in a whole school setting. It is hoped that the results of this study will contribute to the growing body of research on RPO and its potential as a tool for improving teacher practice and, ultimately, student learning outcomes.

Method

The study was conducted in a whole school setting, with all teaching staff invited to participate in RPO. Approximately 30 teachers (35% of teaching staff) took part in the research project. The sample contained teachers aged 20 to 60, with teaching experience ranging from 1 to 20+ years. The RPO process involved pairs of teachers observing each other`s lessons and engaging in reflective discussions. It should be noted that teachers were given the option to choose their RPO partner. Data was collected via a pre-process questionnaire emailed to teachers, a post-process questionnaire emailed to teachers, and one-to-one post-process interviews with teachers.

Research questions

To help provide context to the research project, initial research questions included:

Are teachers aware of Reflective Peer Observation?

If so, do teachers know what RPO is?

Have teachers had prior experience of RPO?

What were staff hoping to gain from the RPO process?

To help measure the impact of the RPO process, research questions included:

What part of the RPO process do staff find most helpful? (e.g. observing, being observed, or the reflective discussion)

To what extent does a list of post-observation “reflection” questions support the reflective discussion?

To what extent does RPO impact teachers’ classroom practice?

Research findings

Results from the pre-project and post-project questionnaires and post-project interviews revealed several key themes related to the benefits of Reflective Peer Observation:

Learning from Experienced Colleagues: Teachers valued the opportunity that RPO provided to tap into the shared experience and expertise of colleagues. Through observation and reflective discussion, teachers aimed to gain insights into the processes and rationale behind effective teaching strategies.

Enhancing Pedagogy: Teachers hoped to develop new ideas and techniques to enhance their classroom practices which proved to be the case. By observing different teaching styles and approaches, teachers broadened their teaching ideas and were able to experiment with innovative methods.

Improving Classroom Engagement: Teachers recognised the value of observing how colleagues effectively engage students, particularly those who may require additional attention or support.

Reflecting on Personal Teaching Practices: RPO offers an opportunity for in depth reflection. By observing their own teaching through the eyes of others, teachers can identify areas for improvement and refine their instructional practices.

Discovering New Classroom Practices: Teachers expressed a desire to become aware of new and effective classroom practices demonstrated by their peers. Such exposure can and did inspire teachers to adopt strategies which they believed would create a positive impact on student learning experiences.

Sharing Good Practice: RPO facilitates the sharing of good practices among educators. Teachers can exchange strategies, lesson planning ideas, and delivery techniques, fostering a collaborative culture and improving the overall quality of instruction.

Findings: Pre-project questionnaire

26 staff returned the pre-project questionnaire, of which 24 indicated that they could “explain what RPO is”. Furthermore, 18 out of the 26 had previous experience of engaging in RPO.

The final question of the Pre-project questionnaire asked “What are you hoping to gain from the Reflective Peer Observation process?”. Common themes from the responses included:

Develop ideas to enhance pedagogy / teaching practice

Be aware of new, positive, effective classroom practice demonstrated by other teachers

To share good practice, strategies to help with planning and delivering of lessons

Tips on classroom delivery / Ideas for improving engagement / observation on individuals in class that might not get as much attention as others

Observe students in different settings / with different teachers / different departments

To develop new strategies to support SEN / LDev students

To reflect on own teaching and see what could be improved for better pupil outcomes

To learn from more experienced members of staff

To gain a perspective on own teaching away from usual appraisal process associated with observations

Findings: Post-project questionnaire

23 out of the 30 staff that took part complete the post-project questionnaire.

7 out of the 23 responses confirmed it was the first time they had conducted a Reflective Peer Observation (observing buddy, being observed by buddy, post observation discussion).

All 23 responders willingly engaged in the Reflective Peer Observation process (16 strongly agree, 7 agree)

In response to the question “I felt comfortable during the Reflective Peer Observation process”, 22 “agreed” or “strongly agreed” with 1 “neutral”.

In response to the question “I felt judged by my Reflective Peer Observation buddy”, 22 “disagreed” or “strongly disagreed” with 1 “neutral”.

One interesting finding from the post-process questionnaire was highlighted by the questions “I felt the process was more ENJOYABLE because I was able to choose my Reflective Peer Observation buddy” to which 19 out of 23 teachers agreed/strong agreed. Teachers clearly appreciated the opportunity to choose their RPO partner and felt that this choice contributed to their enjoyment of the process. Cosh (1999, p.25) points out “In a reflective context, peer observation is not carried out in order to judge the teaching of others, but to encourage self-reflection and self-awareness about our own teaching.” This would support the idea that allowing teachers to choose their RPO buddy should not undermine the RPO process, but rather create the circumstances for successful RPO as teachers are likely to feel more comfortable which can foster a sense of openness and trust, leading to more effective and meaningful feedback exchanges. Furthermore, 15 out of 23 teachers strongly agreed/agreed that the “process was more BENEFICIAL because I was able to choose my Reflective Peer Observation buddy”.

In response to the question “The Reflective Peer Observation process helped me to identify areas for improvement in my own teaching”, 19 out of 23 strongly agreed/agreed. Previous research studies support the relationship between peer observation and professional development, as highlighted by Martin Double, 1998, ‘In an educational setting a process of peer observation that encourages and supports reflection is likely to have important benefits in terms of the refinement of teaching skills’.

The following question further supported this research as 21 out of 23 teachers indicated that “Reflective Peer Observation was an effective tool for improving my pedagogy”.

Whilst one might assume that the reflective discussion would be the most valuable part of the RPO process, only 11 out of 23 teachers responded that the Post-observation discussion was “the MOST beneficial part of the Reflective Peer Observation process.” 3 teachers felt “Being observed” was the most beneficial aspect, and 9 teachers felt “Being the observer” was the most beneficial aspect.

Of the 23 teachers that chose to engage in the RPO project, an encouraging 10 “strongly agreed” and 12 “agreed” when asked whether they would “recommend Reflective Peer Observation to colleagues.” Clearly the teachers who engaged in the project felt it had been a beneficial use of their time and that RPO had positively impacted their teaching practice.

The final question of the post-process questionnaire provided the opportunity for teachers to add any comments on the RPO process.

“Really enjoyed the process and would be happy to do it again. Both of us had takeaways from the process which we could try out in our lessons.”

“I found this process really useful, especially choosing my own buddy as it meant I could focus on someone who teaches A Level (and similar content) in order to improve my A level lesson delivery (one of my ECT focusses). I think this was more beneficial than observing certain subjects like PE, although this would have been useful, being able to choose meant I could tailor it to my current targets.I think the most important part of the process is the discussion after, Teacher A and I spent over an hour chatting and it was really beneficial as we teach some of the same students so we could deep dive discussing them and ways to teach. I would definitely do this again and have valued the opportunity to do it.”

“I found the entire process enjoyable and beneficial especially picking my buddy as I went to a subject completely different to my own. I wouldn`t say there was a bad part to the process.”

“I am a firm believer in the power of lesson observations, so totally on board with this and happy to do more.”

“It was really helpful observing exactly the same class in different subjects - Art and English.”

"I thought I would send you some further positive thoughts and actions that have come of our discussion the other day. I have been thinking quite a lot about risk-taking and what we discussed regarding this and today I decided to give it a go and try something completely new and to my surprise, it was an extremely successful lesson! All students got the opportunity to try out some drumming and bass guitar playing, all students made clear progress (and knew they made progress) resulting in two of the Year 9 boys asking to take up bass guitar lessons in the new year. All involved including myself had a very good time and enjoyed the lesson! So I would like to just thank you for asking the questions and supporting me in this, I am very much looking forward to our next discussion!”

Findings: Interviews

Results from interviews conducted post-project revealed some additional valuable insights into the RPO project and its impact.

Teacher A (ECT) highlighted how the “reflection” questions facilitated a much more indepth discussion, lasting over one and a half hours, which allowed her and her RPO partner to go “into so much detail” and the questions encouraged her to “think about stuff I don’t usually think about” when observing others or being observed. Teacher A felt the question “what does risk-taking look like in your lessons?” was particularly helpful as it sparked some interesting discussions which also resulted in her trying out new ideas in lessons. Teacher B also said how helpful it was to partner with a colleague from a different subject as “it provided other ideas and teaching strategies that I could try out in my lessons.” Teacher A said that she feels there is still a resistance to being observed and the underlying fear of being “judged” but that the RPO process “didn’t feel like that.”

In response to the question “what impact has RPO had on your teaching practice?”, Teacher A spoke about how it has encouraged her to be more reflective and to consider questions such as “did that work?” and “how could I have made that better?”. Teacher B spoke about one of the main barriers to RPO is time but that “it needs to be prioritised so that it becomes a regular feature of the academic year.” He also recommended creating a display in the SCR where staff could share success stories from the process as this would “create a buzz around the process”.

Reflective peer observation – learning from other teachers. Jasper Elliott.

Whilst RPO is essential for others to learn from what they have seen it is also essential to assist with learning from what a teacher has done themselves. The “Reflective” side of RPO creates an opportunity for practitioners to think about what they did in their own lessons and establish what they can do better in the future. This coupled with “Peer” allows another level of Reflection which involves a colleague prompting this process with questions to stimulate one`s reflection. As Hammersley-Fletcher Orsmond (2005) established “The process of peer observation is intended to enhance debate between the observer and observee”, resulting in learning on both sides, observer and observee.

Within my own RPO, I was observed by a colleague with a wealth of experience in teaching as well as a background in the subject I was teaching. Throughout the conversation, there was little discussion regarding specific pedagogical philosophies or instruction of “this wasn’t good, you should do this...” but instead a discussion on how I believed the lesson went. As Thorpe (2000) states, “Reflection is most effective when supported by others committed to reflective strategies”. By being purely reflective, any feeling of personal insecurity can be avoided, and instead personal reflection and constructive criticism can be focussed on.

Throughout our discussion, there were a few questions that were asked that I believed to make me think deeply about my practice. These questions were as follows:

Did you enjoy that lesson?

According to Frenzel et al. (2016), “The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms.” When a teacher is not enjoying the lesson they are teaching, the students can easily pick up on it and take those associated stresses and project them onto their own enjoyment of the subject. Bryson and Hand (2007) signify that teacher enjoyment of their own lesson is fundamental in inspiration and engagement of the students.

Did you take any risks in that lesson? What would risk look like in your lessons with that class?

The question of risk within lessons can be seen as strange as teachers want to ensure that lessons will go uninterrupted without mistake or error. But to take risks and try something new and innovative in lessons will have more positive impacts that negative. In a study conducted by Shakthikrishna and Vani (2022), it was seen that the use of new and innovative teaching practices used whilst taking risks resulted in students learning more quickly and easily due to the change in scenario and routine, forcing them to adapt and think more.

If you could teach that lesson again, what would you do differently?

This final question instructs you to take your reflection into account and act upon it by thinking about change. Even though you might not teach this exact lesson for another year, the ideas of what you would want to change are bits that you might want to take forward and try on a different lesson.

In my observation, the lesson revolved around practical music playing and using Mac Technology to produce work. However, in this class, the risk would be to get them to work together and take a step back from technology to think about learning new skills on new instruments and performing. This would cause productive conversations to be had between students and for them to try something new. The risks would come in the form of behaviour management and how I would be able to make it round to each student to ensure that everyone has made progress. However, through slightly more lesson preparation, creating resources for students to have and following strict timelines within the lessons, students were able to work collaboratively, independently as well as assisted if required doing something practical. Resulting in their own enjoyment and interest of the lesson being increased resulting in better engagement and therefore more progress seen from each student.

Without the idea of reflection and risk taking, prompted from a short discussion after an informal observation, these changes wouldn’t have been made demonstrating the power of RPO.

References

Bryson, C., Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and teaching International, 44(4), 349-362.

Frenzel, A. C.,Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., Klassen, R. M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 149-163.

Hammersley‐Fletcher, L., Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213–224.

Shakthikrishna, A., Vani, U. (2022). Impact of Innovative Teaching Strategies. SSRN Electronic Journal.

Thorpe, M. (2000), Encouraging students to reflect as part of the assignment process: student responses and tutor feedback. Active Learning in Higher Education, 1(1), 79-92.

Reflective peer observation – learning from other teachers. Abbie Platt.

Peer observation is a process that encouraged me to be reflective in my teaching practice, it helped me to identify areas of development and allowed both observer and teacher to be open in discussion around best practice. The RPO process involving ‘Teacher X’ helped me to identify new ideas which have informed my thinking and practice.

‘Reflective practitioners are those who use experiences as opportunities to consider both their philosophy and their practice’ Kuit and Gill (2001)

Within a series of lessons, I observed Teacher X in several GCSE Year 10 lessons. In these lessons aims and objectives changed in content, and I was able to see a broad range of topics taught. However, there was always one clear focus within lessons which was making the unfamiliar familiar. This formative way of teaching was paired with a series of higher order thinking questions and the use of retrieval questions. At the start of Teacher X’s lessons, he presented a range of low to high level thinking questions which students had a set time to answer. Teacher X would build further questions off the initial ‘easy’ questions to push for further information and examples of where the context of the answer would be in a real life scenario. Bolin (1988) stated that ‘Heightened connections between theory and practice are evident in reflective educators.”

Questions such as ‘How many types of erosion are there’ … ‘Good Name them?’… ‘Where might you see / find this happening?’

This helped students learn from past lessons in the form of recall, but fundamentally students grew their knowledge from learning from each other. Within our reflection afterwards it was made clear that Teacher X find this helps to “consolidate learning and builds confidence in students learning as they are getting questions correct before the main content is then introduced.” I found the aspect of LAP and HAP had the opportunity to answer all or most questions to their own ability. Furthermore, it gave reassurance and an initial ‘spark’ for students of all abilities to gain confidence in answering questions before the main content of the lesson had begun.

As well as higher order thinking and questioning, Teacher X pushed the students to use subject specific language and when low ability language was used, they made the students think of a higher-level term before moving on to the next stage. This grew the students in their terminology but most importantly Teacher X broke down words for LAP students and gave examples of where the word is used in exam papers or within generic sentences.

‘Can we think of a better word for that please?’

‘How could we now put that into context?’

‘What type of exam question might you need to use these phrases in?’

It was clear this gave students gained self-confidence and assertion when using new or un-familiar subject specific phases and reassured them it was being used in the current content. By the end of several observations, subject specific language grew and was being used by students in 97% of their answers given or used within their work books in supporting their answers.

We followed up the observations with a series of reflections which included the summary of key points for discussion. This process of feedback helped me and teacher X to become more motivated and clarified aspects of our own teaching. Moreover, due to the effective relationship between me and Teacher X, the feedback included constructive criticism, which we both found helped to encourage professional development and self-reflection. Within our honest reflection that followed our first observations I found that this higher order thinking was missing within some of the lessons that I teach. Questioning at times is based more on remembering a process within my subject. However, this was something I wanted to introduce into my Year 10 classes when thinking and reflecting on artist research. I found after planning and teaching a series of lessons where higher order thinking was the ‘main goal’ of the lesson students found they had a better understanding of selected artwork and how to be more reflective in their writing.

In summary, through RPO, I found that higher order questioning is required consistently to further engage and regularly challenge students, which was done successfully in the form of recall and gathering higher level evidence from your peers. Consistently using subject specific language does in fact grow students in their ability and allows students to recognise where terminology should be used and in what content. Overall, I found this process allowed me to be reflective in how I can learn from others and highlight areas for improvement within my own practice.

Conclusion

In her article ‘Observing peers develops practice, changes culture’ - Kathleen A. Reilly (March 2017) writes “Many approaches to professional development and teacher evaluation promote conformity, individualism, and compliance, and scholars such as Tyack (1974) and Lortie (1975) have described the entrenched individualism and privatized practice that have historically characterized school cultures. My experiences confirm that teachers are too rarely supported in investing in the kinds of shared inquiry, embedded professional learning, and collaborative culture building that peer observation cycles facilitate.” In the busyness of day-to-day school life, it is all too easy for “entrenched individualism and privatized practice” to become the norm. While RPO demands a significant level of time and commitment, evidence from this research project would support its potential to facilitate “shared inquiry, embedded professional learning, and collaborative culture.”

Reflective Peer Observation holds great promise as a catalyst for teacher professional development, and this study has highlighted the benefits teaching staff gained from engaging in the process. The findings emphasise the importance of collaborative learning, self-reflection, and the exchange of ideas among colleagues. Implementing Reflective Peer Observation programs can promote a culture of continuous improvement, positively impacting teaching practices and, hopefully, lead to improved student outcomes. As Shiplake College strives to enhance teaching quality, the integration of Reflective Peer Observation into professional development initiatives should be encouraged and supported. Further research is needed to investigate the longer-term impact of RPO on teacher development and, more importantly, student learning outcomes.

References: [1] Joyce, B., Showers, B. (2002). Student achievement through staff development. ASCD. [2] Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD. [3] Larrivee, B. (2008). Development of a tool to assess teachers` level of reflective practice. Reflective Practice, 9(3), 341-360

Cosh, J. (1999). ‘Peer observation: A reflective model’. English Language Teaching Journal, 53, (1), 22-27.

Martin, A. G. Double, J. M. (1998) Developing higher

education teaching skills through peer observation and collaborative reflection, Innovation in Education and Training International, 35(2), 161–169.