Dear SEDA Colleagues
Our organisation are looking towards reviewing our current peer teaching observation form and accompanying guidelines. I am aware that this brings with it a counter narrative about the purpose of teaching observations and whether one form can be used as both a standard setting and developmental tool. Another narrative is the concept of a tool only being as good as its operator and what purpose a form serves in the first place. However, it's a start and I have to say that I am fascinated to the point of obsession with teaching observations in higher education.
What we wanted to do here at Middlesex was to start by looking at what was currently being used across the sector. It would be great, providing you are comfortable with this if colleagues might send an example of peer teaching observation forms used at their own organisation and their views on their strengths and weaknesses of these documents together with what informs the various headings /sections.
I am particularly interested in what factors would seem to be important when designing a peer teaching observation form and if anyone has experience of moving away from a prescribed and rigid format to one which allows more freedom while taking into account non-traditional teaching.
I look forward to hearing from you.
Regards,
Carole Davis
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