The majority of the observations done by our department (Math at FSU)
are for TA’s teaching in a solo class for the first time. Then we
general have a few TA’s that have had problems in one way or another
and need some extra guidance. We try to observe them 2-3 weeks into the
semester, meet with TA’s that need more guidance, and from there
follow-up where necessary. I must confess that 2-3 weeks in the term is
the goal but not always the reality, and that while I would like to
spend more time on the follow-up that I simply don’t have the time and
have to focus on the critical areas. Our department is very short on
people power and we are stretched thin in all areas.
Derek, I really like your pre-observation questions and would like to
apply them next Fall. I cannot see being able to actually meet with the
TA’s before the observation since we observe them early, but I think it
would work to ask them in an e-mail. A benefit of that approach would
be the TA’s would have the opportunity to think about their reply.
The details of our approach are...
- We tell the TA’s (usually via e-mail) that we will be observing them
during the semester and I usually tell them a few weeks the observation
will likely occur, but not a specific day. The courses the first-time
TA’s would be teaching all have a department syllabus including a
pacing and department exams, so I know ahead of time when TA’s will be
giving exams or will likely be reviewing.
- In the e-mail TA’s are reminded that one of the important reasons for
the observation is to help them improve.
- If a TA would like someone to visit a specific class we will do so
in addition to the other observation.
- I and the other people observing the classes arrive early, sit
quietly in the back, and do not leave until the end of the period or
during a quiz. Students usually do not notice the observer, but if they
do and ask anything we simply say we are observing the class. I find it
very telling when a TA never even knew they were observed!
- We have a form that is a “checklist” of good characteristics on one
side. On the other side there is one space for “Comments on the
positive points of the class observed” and another space for “Comments
on the areas that need improvement and suggestions for
improvement”. TA’s should have seen this form during their initial
orientation. I’ve been looking at other forms and may revise our
checklist somewhat, but I’ve found its format works pretty well. I can
attach it if anyone is interested.
- The observers are all told that they should give constructive
feedback. Every TA should have at least one positive attribute and at
least one suggestion. For the worst we focus on the basics and for the
best we give some supplementary ideas.
- Finding other people that make a good observer is not easy. I keep
turning back to the same people over and over. To make the observation
useful, I think the observer not only has to be a good teacher, but
they have to be fairly tough. They are going to have to tell TA’s the
truth about what they observe and it is not all nice (of course, they
shouldn’t be out for blood, but I seem to have more trouble with people
being too nice than too mean!) I often use Education Math TA's that
have taught classes our department.
This is a pretty thorough discussion of our process, so I’ll leave it
here. I would love to hear feedback and suggestions.
Penelope
_______________________
Penelope Kirby
Department of Mathematics
Florida State University
Tallahassee FL 32306-4510
(850)644-0667, 108-E MCH
e-mail: pkirby(a)math.fsu.edu