Hello Panos and everyone
Thanks for the reference to Dave Crutchley and Alison Purvis’ work here at Sheffield Hallam Steve. We are currently reviewing our scheme, which has been successful
over the years. PSR (with CPD and Appraisal) is a keystone in our accredited CPD Scheme. Our review aims to make this coherent peer enhancement approach more explicit. It needs to be patently understood as different to performance management. We want Peer
Observation (as a set of methods) to be a regular dimension of Peer-Supported Review – it has lost its potency for some due a lot of other change happening - but now we want to remind colleagues more explicitly of the benefits of learning directly from each
other’s practice – wherever that might happen and whatever it might involve. In some quarters ‘observation’ here is associated with performance management or monitoring. That’s not what we’re interested in with our scheme – though it has its place elsewhere
on occasion perhaps. In this way we see observation being part of an iterative approach to P-SR or what we could call Peer Review & Enhancement.
So, inspired to some extent by Oxford Brooke’s PETAL, our challenge is to clearly situate P-SR, and POT, very much within an autonomous and supported ethos
of peer enhancement. This is what we have always intended, but what we are now refreshing in the context of professional recognition and peer enhancement.
I think we expect understanding of a peer enhancement model to come out of our PG Cert, to generate essential evidence for promotion, and to be absolutely central
to the evidence we look at in professional recognition panels.
Best wishes
Andrew
Andrew Middleton, SFHEA
Head of Innovation & Professional Development
Quality Enhancement & Student Success
Sheffield Hallam University
Tel: 0114 225 2613
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Beckingham, Sue
Sent: 13 March 2014 09:12
To: [log in to unmask]
Subject: Re: Peer Observation of Teaching in universities
Hi Panos
Hope you are well – Good to see you in this forum!
In answer to your point below
However, where I would like some more information at the moment is in settings where Peer observation has been launched or encouraged in a university, a faculty or perhaps in a form of Community of Practice (formal or informal)
I have found that informal peer observation is encouraged when people share how valuable this experience is. I have both observed colleagues and been observed.
One example was online as part of our peer supported review where you can choose to enhance an area of your teaching – here I was invited by a colleague to observe the implementation of a new teaching approach and feedback. The other examples are completely
informally where I have invited colleagues to come along to my classes or I have asked if I can ‘sit in’ on a colleague’s class. A rich opportunity to learn together!
Best regards
Sue
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of
Panos Vlachopoulos
Sent: 13 March 2014 05:59
To: [log in to unmask]
Subject: Re: Peer Observation of Teaching in universities
Hi Mark,
yes, i can'r agree more on the value of the observation as a CPD activity and I would like to include observation of other type of activities, including innovating online facilitation, fieldwork, lab-demonstrations etc. However, where
I would like some more information at the moment is in settings where Peer observation has been launched or encouraged in a university, a faculty or perhaps in a form of Community of Practice (formal or informal) and has exactly this CPD element attached
to it without the expectation for external validation through HEA or promotion for example!
Thanks again for such a prompt reply
Panos
On Thu, Mar 13, 2014 at 4:53 PM, Mark Atlay <[log in to unmask]> wrote:
Panos
As a starter I'd pose a couple of questions (which I recognise are not necessarily simply yes/no)
In enhancement mode many staff find observing others teach an important part of their own CPD and possibly of more value than traditional development workshops if the observations can be appropriately structured.
It can both validate their approach and open their eyes to new ways of teaching or managing classrooms. Furthermore, increasingly observation needs to reflect the breadth of teaching activities and not just be restricted to traditional classroom settings
Mark
Dr Mark Atlay PFHEA
Director of Teaching and Learning
Centre for Learning Excellence
University of Bedfordshire
Park Sq
Luton, LU1 3JU
01582 489133
From: Online forum for SEDA, the Staff & Educational Development Association
<[log in to unmask]> on behalf of Panos Vlachopoulos <[log in to unmask]>
Sent: 13 March 2014 05:26
To: [log in to unmask]
Subject: Peer Observation of Teaching in universities
Dear colleagues,
greetings from Sydney. Am I right in thinking that the process of peer-observation among academics in the UK is normally facilitated by Learning and Teaching Centers (Academic
or Educational Development teams) and in some way empowered if not pushed by either:
1. Participation in the PGCert in HE
2. An Acceleration RPogramme towards Fellowship of HEA or similar
3. Promotion Criteria (Teaching Route)?
Can you think of other internal or external initiatives that are associated with Peer Observation? At MQ we are looking into possibilities to launch a Peer Observation Process
but ideally we are looking for what may be called intrinsic motivation for academics to do as opposed to extrinsic? If you can share an example or two that does not fit in any of the above three 'motives' , would you mind sharing it here?
Thank you so much...although in Sydney now, I am still enjoying this mailist and learn a lots from you all!
Panos
--
Dr Panos Vlachopoulos,
Senior Lecturer in Higher Education Development
Learning and Teaching Centre
Building C3B 412
Macquarie University
NSW 2109 Australia
T: +61 2 9850 9677
[log in to unmask]
Check out my professional profile and connect with me on LinkedIn.
--
Dr Panos Vlachopoulos,
Senior Lecturer in Higher Education Development
Learning and Teaching Centre
Building C3B 412
Macquarie University
NSW 2109 Australia
T: +61 2 9850 9677
[log in to unmask]
Check out my professional profile and connect with me on LinkedIn.