gayle morris & terry timberlake

Introduction

The FaST model – POTENT ‘peer observation of teaching: engaging new teachers’

Conceptual framework

Reflections & future directions

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

Detailed report/reflection

Develop rapportProvoke/evoke ‘reframing’ self-reflection Enable casual to direct observation

Guided debriefIdentification further support

Broader TL issues redirectedOpportunity to influence local practices

PEER OBSERVATION OF TEACHING PROFORMAName: Unit Date Campus/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]

Disciplinary focus

Maureen Bell , ALTC project

JIT support for CAS

Community of practice focus

Reflective practice

Non-SETU feedback

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

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