Dear Carole,
Please find our peer review guidelines attached. Our system does not require observation of a teaching session (except in the case of new staff on the PGCert), but can incorporate review of other elements of teaching and learning (assessment etc). However, I should also note that we are in the process of reviewing this scheme. I'll be very interested to see what you find about schemes elsewhere.
Best wishes,
Debby
Dr. Debby Cotton
Associate Professor, Head of Educational Development,
Teaching and Learning Directorate,
Room 107, 3 Endsleigh Place,
University of Plymouth,
Devon PL4 8AA
Tel: 01752 587614
http://www.plymouth.ac.uk/staff/dcotton
http://www.plymouth.ac.uk/pages/view.asp?page=28108
Follow me on Twitter: dcotton11
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Carole Davis
Sent: 30 September 2011 12:25
To: [log in to unmask]
Subject: Forms used in Peer Observation
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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