Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
peer observation
Purpose of peer support
Peer Support for Teaching Enhancement is a collaborative, supportive, and developmental process that enables colleagues to work together to improve the student experience. It aims to:
- Encourage and support colleagues to contribute to the Development of Excellent Academic Practice (DEAP) Promote opportunities for sharing and disseminating excellent academic practice
- Foster the development of an academic community across the university
- Peer observation helps to enhance reflection when writing your Fellowship application
Activities and approaches
Activities can range from traditional peer observation processes to small network clusters of staff engaging in mutually supportive activities, which may focus on a particular teaching theme or a strategic development need.
All approaches to teaching, whether online, blended, or face-to-face, are suitable for consideration and enhancement. Schools, subject areas, or courses decide how to implement the peer support process within their own context. Implementation will be guided by priorities, perceived needs, and staff feedback.
Additional support and resources
More details about best practices and examples of how peer support for teaching enhancement can be implemented are provided in the guidance below.
Workshops for colleagues who are being observed or who are observers in Peer Observation of Teaching (PoT) schemes on Degree Apprenticeship courses are available via Quality Assurance Services (staff webpage).
Peer observation guidance
Templates
These templates should be used by both the observer and the observed tutor for the observation of Degree Apprenticeship teaching sessions. Word versions can be adapted by colleagues in the Schools. They should be completed for each stage as listed below:
- The Pre-observation meeting (Stage 1) (pdf)
- The Observation session itself between the observed tutor and the observer (Stage 2) (pdf)
- The post-observation confidential discussion between the observer and the observed tutor. At Stage 4, areas of good practice and areas for School/University-wide educational development can be identified and sent by the observer to the DA lead in the School. The observed tutor would not be identified. (Stage 3/4)
