COPUS-TA: An "Entry-Level" Peer Observation Tool to Support Teaching Assistant Professional Pedagogical Development

Area of Science:

• STEM Education
• Higher Education Pedagogy
• Faculty Development

Background:

• Mentoring teaching assistants (TAs) individually for professional development is resource-intensive.
• Peer observation is a valuable strategy for TA teaching development and fostering a community of practice.
• Existing structured peer observation methods often demand extensive training, posing challenges for large TA teams with limited hours and varied experience.

Purpose of the Study:

• To develop and describe a practical peer observation protocol tailored for teaching assistants (TAs) in higher education.
• To adapt an existing observation tool for efficient implementation with minimal TA training.
• To provide a resource for supporting TA teaching skill enhancement.

Main Methods:

• Modification of the Classroom Observation Protocol for Undergraduate STEM (COPUS).
• Adaptation of the COPUS protocol for the specific needs and context of TAs.
• Development of a streamlined training approach involving a brief discussion and one practice observation.

Main Results:

• Successful implementation of the adapted protocol (COPUS-TA) with TAs.
• The COPUS-TA protocol requires minimal training (15-minute discussion and one practice observation).
• The protocol effectively supports the professional development of TAs' teaching skills.

Conclusions:

• The COPUS-TA protocol is a feasible and effective tool for TA professional development.
• Minimal training requirements make this peer observation method suitable for large and diverse TA teams.
• This adapted protocol offers a practical solution for enhancing teaching practices in higher education settings.