1. Coventry University’s Management-led Teaching Observation Scheme
Susan Bray Academic Development

2. 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

3. 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

4. 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.

5. 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)

6. Exercises:-
Mix up
Experience of observing others.

7. STARTart
Pre-Meeting
Observation
Administration
Debriefing
End

8. 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

9. 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

10. Thank You! Susan Bray Academic Development susan.bray@coventry.ac.uk