Gayle morris & terry timberlake. Introduction The FaST model – POTENT ‘peer observation of...
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Transcript of Gayle morris & terry timberlake. Introduction The FaST model – POTENT ‘peer observation of...
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