Coventry University’s Management-led Teaching Observation Scheme Susan Bray Academic Development susan.bray@coventry.ac.uk

Today’s objectives To look at the main points as put forward at QUILT for the Coventry University management led Teaching Observation Scheme To present some scenarios for discussion View Revised Criteria and Forms on your Smart Device / Laptop http://acdev.coventry.domains

Teaching Observation Scheme (1/2) 50% of teaching staff to be observed each year (minimum) Associate Heads of School (Student Experience) responsible for the scheme and nominating staff; monitor and report to the Office of Teaching and Learning (OTL) All staff carrying out observations must be professionally recognised by the HEA, attend training workshops and be of ‘appropriate seniority’ Associate Heads nominate staff to undertake teaching observations (for Departments outside faculties teaching observation will take place by the Head of Department or nominee). Nominees must be of appropriate Seniority

Teaching Observation Scheme (2/2) Observations must be of classroom experience (e.g. face-to-face) Be aware that more than two in the satisfactory category will result in failure to obtain professional recognition Associate HoS (Student Experience) to receive forms to identify development needs and action Opportunities for support from Academic Development Could be a one to one tutorial session, moderation of marking, running a meeting. Give out observation form Associate heads of School to take control and tell lecturer which lecture is to be observed. Allow flexibility but AHoDs are responsible for the performance in their area and quality of the classroom experience in their school.

Teacher Observers Be aware you bring your own experience/expertise to the session e.g. employability, technology. Peer observation supported (can be innovative and not classroom-based)

Exercises:- Mix up Experience of observing others.

STARTart Pre-Meeting Observation Administration Debriefing End

At end have discussion on what they have come up with Consider Active Learning Disruptive Behaviour Working with space Give examples of Excellent Practice Good Practice Satisfactory Practice Why? At end have discussion on what they have come up with Exercise 15 mins to do and 15 to discuss Consider: The lecturer delivering The students learning The environment

At end have discussion on what they have come up with Consider What makes an exemplary feedback session? Dealing with Excellent Practice Poor Practice How do you create an environment where the observed can grow? At end have discussion on what they have come up with Exercise 15 mins to do and 15 to discuss Consider: The lecturer delivering The students learning The environment

Thank You! Susan Bray Academic Development susan.bray@coventry.ac.uk http://acdev.coventry.domains