Hello David
The low level of response may also be a case of 'flesh willing, email weak' (i.e. some of us may have forgotten to answer your first message!)
At LCF we do include discussion of peer observation of teaching within our appraisal processes and to date they have been quite informal conversations, along the lines of the questions you outline below etc. With a renewed focus on teaching observation in various forms this year this is likely to be much more robust in future. Like man other universities we are struggling with achieving a productive balance between the developmental and the managerial.
All best
Alison
Dr Alison James
Associate Dean, Learning and Teaching
London College of Fashion
20 John Princes St
London W1G 0BJ
tel 0207 514 2052
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of David Killick
Sent: 14 May 2013 10:04
To: [log in to unmask]
Subject: Academic staff PDRs
Hello everybody
A few weeks ago I posted a message inquiring about institutional approaches to embedding POT in the PDR process. The very low level of responses suggests that this is not common practice. As part of work to enhance the developmental nature of PDRs at Leeds Met, we are introducing POT as a specific area for discussions in our PDR process ("What will you focus on in your POT this year?"/"What did you gain from your POT last year?"/"Do you have any ideas for developing your practice which might be addressed through POT?" etc).
This message is to ask for any examples out there of broader good/interesting practice in academic PDRs in general. Do you run separate PDR schemes for your academic staff? What kind of features are included which you would identify as being (seeking to be) developmental? Any suggestions for using this common process to support education development rather than principally as a managerial/deployment tool?
Thank you for any contributions.
Best regards
David
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