Peer Supported Review of Practice (PSRP)

2014-2015 – Led on the team’s adoption of PSRP to improve quality of L&T, and thus, student experience.

Peer Supported Review of Practice – Crib summary sheet for team.

Peer Supported Review of Practice – PMI for reviewers.


Hi all,

It’s time for us to set the ball rolling on this. Below I’ve outlined the strategy and possible ways forward for this year.

Focus

The University’s scheme allows for staff to determine which aspects of L&T practice they would like to have as their focus for peer-supported review. This means that any element of providing learning and teaching can be explored, such as developing resources using TEL, assessment & marking, writing programmes of study, lecturing etc.

However, I am suggesting, given our lack of time allocated to these activities in the past, that we agree a focus of actual client contact-time, as opposed to other aspects of the delivery experience.

Process

On this first round we have two options:

1.   I can observe all of you delivering advice, guidance or teaching to a client or client group and Michael could then observe me.

2.   We can all observe one other person delivering advice, guidance or teaching. In which case this could possibly work as follows:

Russell

observes

Helen

Helen

observes

Lucy

Lucy

observes

Michael

Michael

observes

Lou

Lou

observes

Russell

The advantage to option 1 is that I’ll try to model for you what the uni’s take on PSRP looks like in practice (i.e. what is the observer aiming to offer the person observed, how should this be framed, what should we do with areas for development etc.)

The advantage to option 2 is that we get a good exchange between colleagues with different specialisms observing one another.

I’ve no preference for which we go for. If we decide on option 2 then I’ll deliver a briefing on what the uni has set out as its expectations for PSRP interactions and their outcomes. I can also put together a quick crib sheet for the observer to use.

‘Observation’

The UoB scheme is very clear that ‘observe’ needn’t mean someone sitting in a room with you whilst you advise/teach (although, they do encourage active taught-session observations). Observations can be done synchronously via web cam or audio recording or, using similar methods, asynchronously. Alternatively, I’m open to any other novel suggestions about how best to capture a real interaction with our clients.

I know will need to work out the details together but I wanted to get the ball rolling.

Thanks,

Russell

 

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This entry was posted in A4 Develop effective learning environments and approaches to student support and guidance*, K1 The subject material, K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme, K3 How students learn, both generally and within their subject/disciplinary area(s), K5 Methods for evaluating the effectiveness of teaching, K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching and tagged , , . Bookmark the permalink.

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