1. gayle morris & terry timberlake

2.  Introduction  The FaST model – POTENT ‘peer observation of teaching: engaging new teachers’  Conceptual framework  Reflections & future directions

3.  Decision within FaST to incorporate peer observation as compulsory component of PD from S1, 2008  Coincided with joint FaST and ITL STALG ‘09 application to explore ‘embedded approach to professional learning within the disciplines’  Successful STALG enabled us to consolidate and refine current model - POTENT

4. Community of Observers + New Casual Academics Pre-Consultation ObservationPost-ConsultationFeedforwarding Detailed report/reflection Develop rapport Provoke/evoke ‘reframing’ self-reflection Enable casual to direct observation Guided debrief Identification further support Broader TL issues redirected Opportunity to influence local practices

5. PEER OBSERVATION OF TEACHING PROFORMA Name:Unit DateCampus/Room Organisation – logical sequence, timing and pacing, including time mng; sense of opening and closure Presentation/Communication Style [including explanations] – clarity, enunciation, audible and clear, word choice, emphasis & use of non-verbals Interaction and Engagement [including T/Ss & Ss/Ss] Questioning –including the ability to respond to students questions Use of Audio-visuals to support learning – [where applicable]

6.  Disciplinary focus  Maureen Bell, ALTC project  JIT support for CAS  Community of practice focus  Reflective practice  Non-SETU feedback

7.  Theory reality  Value = pre & post conversations  Added value = self reflection unavoidable  Discipline-based vs. X-Disciplinarity in partnering  Development of community of observers critical to PO as sustainable element of professional learning in/across faculty

8.  Consolidate current observer pool  Consideration given to broadening pool  Formalise our investigation on impact - academic development & student learning - feedback  Continue to explore potential/use of POTENT for new academics, PO as inclusion in promotion portfolio, cont professional learning [performance issues]  Adaptability of model by faculties http://www.deakin.edu.au/itl/pd/tl-modules/scholarly/framework- peer-review09.pdf