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FAQs

What is the Open Door Teaching Program (ODTP)?

The ODTP is a professional development initiative where teaching staff voluntarily open their classrooms to observation by colleagues. The program fosters a culture of openness and collaborative learning, enabling staff from different departments to learn from each other's teaching approaches.

How does the ODTP differ from conventional peer observation programs?

The ODTP takes an informal, developmental approach to sharing effective teaching practices across ECU. Observers set their own learning goals, which can include observing active learning in practice, exploring different tools that support learning, or simply witnessing effective feedback strategies or classroom management.

What are the benefits of participating in the ODTP?

  • Fresh Perspectives & Innovation: Offers new insights into your own teaching by observing colleagues in action and can provide creative solutions to teaching challenges you may be facing.
  • Professional Growth: Enables new teaching staff to observe what good practice looks like across different environments and in different disciplines and encourages deeper reflection about pedagogical choices and their impact on student learning.
  • Community Building: Reduces professional isolation by literally and figuratively removing classroom walls, creates supportive communities of practice where educators feel more connected, and celebrates and showcases excellent teaching across ECU.

Is ODTP mandatory?

No. ODTP is an opt-in, voluntary professional development opportunity for all ECU teaching staff.

How does the program work?

Experienced teaching staff volunteer to open their doors during designated weeks in the semester. This includes physical classrooms for on-campus teaching or MS Teams access for online classes. Each session is generally limited to a maximum of 5 observers to maintain an optimal learning environment for our students.

What is expected of participating teachers?

There is no obligation for pre- or post-observation meetings. However, participating teachers can choose to share lesson context beforehand if desired and offer to meet informally with observers afterward for discussion and feedback.

What is expected of observers?

Observers will set their own learning goals on what aspects of teaching and learning they wish to observe but will not participate in the lesson (unless invited). Observers are encouraged to take notes of good aspects of teaching practice that they observe.

How can I get involved as an observer?

Interested in learning from your colleagues? The program will run this semester during Weeks 10 to13. Sign up for available teaching sessions through our booking form.

Who can I contact if I have questions or need support?

The Open Door Teaching Program celebrates the expertise within our teaching community and creates opportunities for continuous professional growth through collaborative learning. If you have any questions or need support, please reach out to the program coordinators: Christine Higginbotham c.higginbotham@ecu.edu.au or Juliana Peloche j.peloche@ecu.edu.au.

For Observers

What should I do during the visit?

The observation is for your own learning and benefit, so feel free to take a notepad to take notes or just listen and observe as the lesson unfolds. Out of courtesy for the teacher and students, please put your laptop and phone on mute.

As your role is to observe only, do this as unobtrusively as possible: don’t participate in activities or engage with the students unless invited by the teacher.

Where should l position myself if visiting an on-campus class?

Unless the teacher suggests otherwise, try and position yourself at the back of the room, or in a space that will not impact on the lesson dynamics. This will help you to see what most of the students are doing as well as observe the teacher, while minimising disruption to the class. We recommend arriving 5 minutes prior to the start of the lesson.

Should I introduce myself to the classroom teacher?

You’re welcome to introduce yourself. However, be mindful of not taking the teacher away from their students or teaching preparation time.

What should I do if visiting an online class?

Please ensure your microphone is muted and camera turned off during the session and aim to be online 5 minutes before the lesson commences to avoid disruption to the class.

How long is a typical observation?

Class duration may vary depending on the type of lesson you’re observing. To make the most of the experience, we recommend observing for at least one hour. When leaving, please choose a time that minimises disruption, such as during a break or when students are engaged in an activity.

How can I make the most of the open-door observation?

Before the class: think about your goals for the observation. Are you interested in observing a particular teaching approach, student interaction patterns, how feedback is conducted, or classroom management strategies? Having a clear picture will help you to focus your attention during the visit.

During the class: Take note of what you see, hear, notice. Put yourself in the shoes of the student and consider how they might be experiencing the class. Observe how students interact with each other and the impact different types of teaching have on student engagement and learning.

Guide for Teachers being Observed

What should I tell my students about the observation?

Depending on the cohort you may wish to let them know the week prior to the observation and remind them again on the day. Explain this is part of ECU’s commitment to teaching quality and continuous improvement. Reassure students that the focus of the observation is on teaching practice, not on students’ performance.

Let students know that your colleague will be observing only and will not participate in the lesson (unless you would like them to).

What interaction should I have with the observer before/after the class?

There is no obligation on your part to interact with the observer. However, we will forward you their names so if you wish to email them requesting they sit in a certain place, or to send them materials for the lesson, you can. Additionally, if you would like this to be developmental opportunity for yourself, you can ask the observer for feedback on a specific aspect of your teaching.

Adapted from Western Sydney University. (n.d.). Learning Futures.

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