Dear Carole
At Leeds Met when I was there we extensively reviewed peer observation and developed a system that worked for us. A booklet describing our guidance including a range of forms is available from Leeds met press. I am sure Andrea Rayner, the head of the Leeds Met Press will arrange for a free copy to be sent to you if you give her your postal address, and will tell you about their site license arrangements for this and other publications
Best wishes
Sally
Sally Brown
Emeritus Professor, Leeds Metropolitan University
Adjunct Professor, University of the Sunshine Coast, Queensland
Adjunct Professor, James Cook University, Northern Queensland
Visiting Professor, University of Plymouth
Contact me if you need my home postal address in Newcastle
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From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]] on behalf of Carole Davis [[log in to unmask]]
Sent: 30 September 2011 12:24
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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