A Practical Model for Conducting Helpful Peer Review of Teaching

Buskist, William; Ismail, Emad A.; Groccia, James E.

doi:10.1007/978-94-007-7639-5_3

Cited by 11 publications

(7 citation statements)

References 8 publications

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“…In other cases preliminary reports were prepared prior to the postobservation meetings and subsequently revised after the meeting with the reviewee. These modifications, as well as those documented by Bell and Cooper (2013), Buskist et al (2014), and Hitchens (2014) should inform future development of the Peer Review of Teaching process.…”

Section: Discussionmentioning

confidence: 92%

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Peer Review of Teaching: Sharing Best Practices

Golparian

Chan²,

Cassidy³

2015

CELT

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Section: Discussionmentioning

confidence: 92%

“…They may wish to include it in their teaching dossier or application for a job, promotion and/or tenure. Additional steps such as meeting with the students, and/or post-observation meeting reflection have been described elsewhere (Buskist, Ismail, & Groccia, 2014;Hitchens, 2014).…”

Section: Introductionmentioning

confidence: 99%

Peer Review of Teaching: Sharing Best Practices

Golparian

Chan²,

Cassidy³

2015

CELT

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“…Moreover, in relation to post-observation process, supervisors claimed that they always meet with the teachers to discuss the observed lesson immediately, that they always take into account teachers' responses to their observations, and that their discussion always leaves the teacher feeling more enthusiastic about teaching. It should be noted that supervisors maintain that teachers only sometimes take account of their post-observation feedback which is often posited as an essential part of the observation process (Buskist, Ismail, & Groccia, 2014).…”

Section: Item Mean Std Deviationmentioning

confidence: 99%

English Supervisors’ Perspectives of Supervision in Omani Public Schools

Al-Mahrooqi

Denman

2020

J. arts soc. sci.

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The current study examined English supervisors’ perspectives of supervision in Omani public schools through the administration of a three-part, 13-category Likert-scale questionnaire. The questionnaire was distributed as part of a larger nation-wide investigation to 48 English supervisors in Omani schools and was completed by 35 participants. Areas examined included participants’ views of the supervisory process, including its effectiveness, supervisor roles and qualifications, challenges and opportunities for professional development, and the contributions supervision makes to teacher development. The questionnaire also explored participant engagement in a series of steps before, during, and after supervisor observation. Mixed attitudes about the supervisory process were reported, although a number of important concerns were raised about the way English supervision occurs in Omani government schools.

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“…Peer review can be valuable and helpful, but only if integrated into a teaching and learning process that is comprehensive and supportive, rather than simply informal or judgmental (Buskist, et al, 2014). Buskist and colleagues have suggested a four-part holistic process that incorporates a pre-observation meeting to create high trust, an actual observation, creation of a detailed formal written feedback report, and a post-observation meeting emphasizing the positives identified in the review and offering specific suggestions to help the instructor to become even more effective.…”

Section: Understanding Teaching Effectivenessmentioning

confidence: 99%

Coaching for Improved Teaching – A Virtuous Model for Improving Performance and Increasing Commitment

Caldwell¹,

Carter

Floyd³

2015

BMR

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In academic institutions around the world, faculty and administrators are searching for new ways to improve teaching effectiveness and prepare students for a more demanding global workplace. Although improving the effectiveness of teaching has long been acknowledged as an important priority, at most academic institutions current performance assessment programs for evaluating faculty effectiveness are often perceived as being limited, ineffective and outmoded. In this paper, we identify key shortcomings of current teaching assessment methods and suggest an improved seven-step coaching model for improving teaching effectiveness. The proposed model also includes ten testable propositions for improving teaching effectiveness.

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A Practical Model for Conducting Helpful Peer Review of Teaching

Cited by 11 publications

References 8 publications

Peer Review of Teaching: Sharing Best Practices

Peer Review of Teaching: Sharing Best Practices

English Supervisors’ Perspectives of Supervision in Omani Public Schools

Coaching for Improved Teaching – A Virtuous Model for Improving Performance and Increasing Commitment

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