Peer Observation
What is it?
Peer observation is a tool to develop pedagogy and involves one practitioner observing another practitioner. The end goal should be to improve learning and teaching and is a two-way process that can benefit both the observer and the practitioner being observed.
“Quality settings have… a skilled workforce who engage in:
- Continuous learning and development to better understand and meet the needs and rights of young people
- Reflection on practice in the setting; looking outwards to collaborate and learn from others. This includes taking time to visit other settings to share practice and moderate approaches.”
(Realising the Ambition, Education Scotland, 2020, p. 84)
“Staff reflect on and improve their practice which enables learning needs to be identified which is centred on improving outcomes for children. Performance is constructively reviewed with effective support planned and evaluated.”
(A quality framework for daycare of children, childminding and school
aged childcare, Education Scotland, 2021, p. 55)
“There is a strong collegiate learning culture in our setting demonstrated through for example peer learning, constructive feedback and high-quality professional dialogue.”
(How Good is our Early Learning and Childcare, Education Scotland, 2016, p. 14)
“Careful planning ensures that practitioners have regular opportunities to learn with and from each other, both in and beyond the setting.”
(Education Scotland, 2016, p. 15)
Key messages:
- Settings proactively encourage practitioners to participate in professional dialogue, with pedagogical leaders modelling and scaffolding conversations between practitioners.
- Practitioners are given time to observe and reflect on good practice within and across different settings.
- Peer learning is effectively established within a team and is recognised as a tool to develop the knowledge and skills that develop a high-quality practice that benefits learners.
- The benefits for both the observer and observed are fully understood; time is given for both to share in a professional dialogue following the observation.
- The distinction between a peer observation and a line manager observation is clearly understood. Peer observation is conducted by peers to develop the observer’s knowledge and skills, rather than as a measure of performance of the person being observed.
- Practitioners must receive Professional Review Development (PRD) meetings to review professional development conducted and impact practice.
- Peer observation is a vital part of an induction programme for new practitioners.
“The first month should encourage the new recruit to observe practice within the setting, develop confidence in practical skills and get to know procedures within the setting.”
(Early Learning and Childcare, National Induction Resource, Scottish Government, 2021, p. 15)
- Peer observation should be part of a mentoring relationship, alongside a mentor providing support, advice and guidance to develop professional practice.
Ways we can do this:
This could be introduced using a progressive approach to peer observation, starting with the observer primarily taking part for their own professional learning and then moving towards a more shared learning experience to benefit both participants.
Introducing Peer Observation: Pedagogical leaders (Senior Leadership Team, Senior Early Years Officer, Early Years Officer) create an ethos of self-evaluation and reflection within the team, celebrating individual practitioner strengths and building confidence.
Leaders encourage and support professional dialogue within a team.
Observing practice via professional development videos to understand observation as a professional learning tool.
Practitioners are encouraged to observe each other’s practice, developing their own professional knowledge and skills.
If a practitioner indicates a desire to learn more about a particular aspect of pedagogy, they discuss this with colleagues. Practitioners can share recommendations for training or reading material that they have experienced. Perhaps another practitioner (within or across settings) would be open to being observed to develop an experience of good practice.
Evidencing dialogue and key learning as a result of peer observation could be in the form of a ‘peer learning observation’ record sheet.
Embedding in Practice: Practitioners should observe their peer learning by recording the key features of practice and ‘take home’ messages. This can provide the basis for a professional dialogue to share key learning between the practitioner being observed and the observer to deepen both knowledge and skills.
The observer’s progress should be discussed and planned with a leader/line manager.
Establishing Peer Observation as part of ongoing Professional Development: Peer observation should be built into settings’ Quality Assurance calendars, with peer observations being conducted at regular intervals during the session.
Peer or self-review can be an effective method of developing consistent, high-quality interactions across a team. Regular opportunities should be given for practitioners to observe and record each other’s interactions with children and reflect on the impact of strategies used upon the engagement and learning of the children.
Pairings for peer observations should be carefully planned for by leaders, considering experience and strengths to benefit both the observer and the observed.
The emphasis of peer observation should be on celebrating good practice and developing the knowledge and skills of all practitioners.
Leaders must ensure that peer observation does not become a stressful addition to the responsibilities of practitioners and must be managed sensitively based on the knowledge of individuals in a staff team.
