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On Fri, 20 Mar 2020 at 10:00, Peter Hartley <[log in to unmask]> wrote:

I think this gives you an opportunity to consider what might be the most effective strategy to support professional development.
I would argue that ‘observation’ is not the place to start.

An alternative strategy?
Suppose that your staff had to:
1. write an action plan to explain how they are going to move to virtual (and why they are doing it the way they are)
2. discuss this action plan with a ‘buddy’ (so you get a professional dialogue)
3. amend the plan if necessary
4. submit the plan for formal evaluation - to include a proposal for what form of observation might be most productive

I wager that this would lead to more meaningful professional development than an externally imposed observation.
And you could evaluate it for a future SEDA conference! (we will be back in December this year - details to follow)

Best wishes
Stay safe and healthy
Peter

On 20 Mar 2020, at 07:57, Cheryl Osborn <[log in to unmask]> wrote:

Hi
Apologies if I have missed the thread on this but has anyone any advice on how we might advise our staff on PGCAP programmes of ways they can evidence authentic practice given that they will be teaching virtually and the observer will not be present either.
I have some ideas obviously about how they might deliver synchronous collaborate (or similar) sessions and invite the observer to the session, and or record the event. If anyone has any bright ideas I would very much appreciate them sharing them here.

With kind regards
Cheryl Osborn
Senior Academic Developer
Canterbury Christ Church University

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