Dear All

We have recognized the ambivalent nature of conventional observation schemes  which try to be both inspectorial and developmental. Consequently we have separated them; the inspectorial remains for probationary staff and (very, very occasionally) when individuals are having real trouble with their teaching, but departments have also elected to use a developmental approach - peer dialogue - when building team relationships in teaching, or putting new emphasis on understanding and building on good practice etc. etc.  

Peer dialogue recognizes that observers often get as much, if not more, out of undertaking an observation as the observed does, and as you'll see requires both parties to record what came out of the session for them. We also use peer dialogue on the PG Cert as a tool for groups in cognate disciplines to observe each other and reflect on the experience.  

The post-observation record and the deliberately free form observation schedule are attached. The post-observation record can be used formally or informally; if we want the exercise to be very developmental and informal we leave out the recording of names and dates and make the exercise more private to the individuals concerned.

I haven't attached  the more inspectorial form...pretty sure you all know what that looks like!

Bw

Derek
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-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of John Peters
Sent: 05 October 2011 11:58
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation

Hi folks,

We have a 'peer learning through observation' system at Worcester which seeks to emphasise the learning from observation and discussion rather than the stresses of 'being observed'.  It was developed as a response to concerns about the previous peer observation scheme and seems to have delivered greater positive feedback and meaningful participation.  The detail and forms can be found at:

http://www.worc.ac.uk/adpu/899.htm 

cheers
John

Dr John Peters
Academic Development and Practice
University of Worcester
01905 855506

-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Lilly, Jaki
Sent: 05 October 2011 11:35
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation

Dear Carole

We too are in the process of reviewing our peer review scheme - attached - and I too would be interested in information about how peer review/observation is used within CPD frameworks elsewhere.

Best wishes
 
Jaki
 
Dr Jaki Lilly, FHEA, CertEd, University Teaching Fellow Academic Lead: Academic and Professional Development Anglia Learning and Teaching Anglia Ruskin University 3rd Floor, St George's House Cambridge
 
Tel: 0845 196 2783
 
 


-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Debby Cotton
Sent: 03 October 2011 16:33
To: [log in to unmask]
Subject: Re: Forms used in Peer Observation

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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