We too are re-invigorating our Peer Supported Review scheme this year and will be happy to share outcomes from this at the end of the academic year. In the meantime the following publication I am sure will be of interest to colleagues

New: SEDA Paper 124 :Beyond the Peer Observation of Teaching
Edited by David Gosling and Kristine Mason O’Connor

Peer observation has become a widespread mechanism for the professional development of teaching staff in the UK. But can it be improved? This paper explores experimental moves towards a more flexible peer-supported review of teaching and learning activities. 
Six UK university case studies describe the introduction of peer-supported review schemes, which illustrate that by abandoning the formal requirement to 'observe', the opportunity can be created for teachers to discuss and reflect on any aspect of the wide range of issues relating to teaching and learning. They show how powerfully such review schemes can contribute to the professional development of everyone engaged in them.
The case studies also reveal how peer review can encompass a broad range of topics, including e-learning, course design and evaluation, marking student work and postgraduate supervision. The editors argue that the introduction of formal peer review schemes is important - not least because it creates the entitlement for staff to make space to discuss teaching and learning, and also encourages the dissemination of innovative and best practice. 
This publication propounds a form of CPD which is comparatively novel in the UK and it encourages and supports all teachers, practitioners and educational developers to experiment with the ideas within the context of their own institutions. 
ISBN 978-1-902435-47-3   Price £18.00 
To order a copy, please complete the order form on the back of this flyer and return to the SEDA Office or you can order online at http://www.seda.ac.uk

Regards,

Graham Holden, Learning and Teaching Institute, Sheffield Hallam University

________________________________________
From: learning development in higher education network [[log in to unmask]] On Behalf Of Peter Hartley [[log in to unmask]]
Sent: 04 October 2009 11:04
To: [log in to unmask]
Subject: Re: Peer observation of colleagues

We are developing a new Peer Review scheme to try to get away from the
limitations of classroom observation, led by Chris Dearnley from our
School of Health Studies and with the support of David Gosliing as
external consultant whom many of you will know. We are piloting this
semester and I am in the pilot group. I think it will be a much more
productive process than its predecessor. We'll be happy to share
outcomes when we've got some!

Peter

Cash, Caroline wrote:
> Hello David,
>
> My response to this would be to echo Pauline's concerns about what peer observation is intending to achieve. If it is a judgemental approach linked to performativity and appraisal, then unnanounced observations might be appropriate. I can't imagine that they would be popular or engender much sense of collegiality between the observer and observee. I suppose also that we might also question the definition of 'peer' in this instance as there might be a tension in seniority and subject understanding of the observer.
>
> If, on the other hand, you wish to enhance teaching through encouraging colleagues to reflect on and engage in dialogue about their teaching practice, then peer observations need to be planned in advance and discussed afterwards and couldn't really be unannounced. To be honest, I think it is these framing conversations that hold the most value in a collegial model of peer obs. The actual peer obs event is merely a snapshot that needs to be framed in the context of many other factors including the curriculum design, environment, student feedback etc.
>
> I am so pleased that you are airing some of these considerations as we are reintroducing/revitalising our institutional approaches to peer observation and likewise coming across these manifold tensions.
>
> A question for you, though.... do you think there are any particular differences across disciplines in attitudes towards and compliance with peer observation of teaching?
>
>
> Best wishes,
>
> Caroline
>
>
> -----Original Message-----
> From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Dr David Hardman
> Sent: 02 October 2009 13:29
> To: [log in to unmask]
> Subject: Peer observation of colleagues
>
> On a different matter relating to peer observation, a colleague
> suggested to me that we should have unannounced observations, on the
> obvious basis that lecturers might put on their "best show" when they
> know they are going to be observed. However, the suggestion goes counter
> to all the guidance I've read about peer observation and I'd be worried
> about the opposite effect, i.e. poor performance induced by the stress
> of a surprise observation.
>
> What do colleagues think?
>
> David
>
>