1. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Reflecting on practice to enhance student learning Lawry Price Roehampton University

2. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Starting principles: Key purposes identified An expectation that all staff engage An entitlement for other staff too Should be non-judgemental, constructive, and include feedback that requires mutual reflection and scholarly dialogue

3. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Process: Owned and directed by individual staff Individuals define the focus of activity Individuals identify who is involved Acceptance that PR is more than peer observation of teaching – it could involve reflection on teaching plans, teaching and learning issues, assessment, or any aspect of practice

4. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Recording: Written records to be kept – personal to those involved Potential for records kept to be used as part of staff development School of Education records the focus of the activity and those involved

5. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Multitude of different activity pursued – examples: – peer observation of teaching, team teaching, co-led module planning, shared evaluations of teaching and training, joint observations of school experience, marking moderation, peer evaluation, team planning, reviews of teaching materials and resources, updating ICT skills, specific module reflection, joint interviewing of prospective students, time management review

6. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Key Markers and Conclusions: Staff ownership of the scheme Built on what already was going on Range of applications for the scheme Links to institutional context and current agendas Key component of effective teaching and learning processes

7. ESCalate ITE Conference - May 2009 Reflection on Peer Reflection Lawry Price Roehampton University L.Price@roehampton.ac.uk