Appendix II

Suggested instrument 1 (Adopted from University of Liverpool)

This is a confidential form between the Observer and Observee, and can be completed
during the observation or immediately afterwards. Upon completion, the form will be
returned to the Observee.

Before the observation

This page is to be completed by the person being observed (Observee) and a copy should be
given to the Observer at the pre-observation meeting.

Name of person being observed (Observee): Click here to enter text.

Department/School/Institute: Click or tap here to enter text.

Observer Name: Click or tap here to enter text.
Date of Observation: Click or tap to enter a date.

Module title: Click or tap here to enter text.

Year of study: Click or tap to enter a date.

Type of session:
If Other, please add: Click or tap here to enter text.
Duration of session: Click or tap here to enter text.
Duration of observation: Click or tap here to enter text.
Approximate number students attending: Click or tap here to enter text.

If this is a taught session, what are the learning objectives (what are you planning for
the students to learn?) Click or tap here to enter text.

If this is not a taught session, what are your expectations for the students, for example,
if your observation is for resources on the VLE, asynchronous materials or feedback
given to students etc?
Click or tap here to enter text.
What areas in particular would you like the Observer to focus on during the
observation:

1. Click or tap here to enter text.

2. Click or tap here to enter text.
3. Click or tap here to enter text.

During the observation

The sections and questions below are provided to support you with planning for feedback of
the observation. If any of the sections are not applicable or relevant for the observation
that you undertaking, please leave blank, or substitute for another heading.

Area of Practice Observer Comments

1. Preparation Click or tap here to enter text.
Was the session well organised?
Was there a teaching plan? How
well did the Observee respond to
students’ needs?

2. Content Click or tap here to enter text.

Was the content pitched at an
appropriate level? Too much
information? Too little?

2a. Introduction – was it

clear to the students how this
Click or tap here to enter text.
session links to previous material
covered? Did the introduction
provide an overview? Were the
Learning Outcome(s) of the
session clarified with the
students?

2b. Conclusion/Plenary – Click or tap here to enter text.

was there a summary of main
ideas or a review of key points
offered? Did the
conclusion/plenary offer links to
follow-up material or activities?

3. Methods Click or tap here to enter text.

What teaching methods or
strategies were used? Were they
appropriate for the topic and
students, context and
environment (face to face or
online).
Were the needs of students with
learning differences taken into
account? Were all student
included in the session?
Were links with online material
and/or asynchronous learning
made? Does the use of the VLE
enhance student engagement and
learning?

4. Student Activity Click or tap here to enter text.

Were students able to complete
required tasks?
How were students engaged with
their learning, and how was this
demonstrated? Were there
aspects of Active Learning?
Were students challenged to
think, reflect and comment on
parts of the session?

5. Pace Click or tap here to enter text.

Was the session well paced,
including communiation? Did the
students have the opportunity to
ask questions or develop
discussions?

6. Use of examples Click or tap here to enter text.

How did the use of examples
enhance student understanding?
Were student examples asked
for?
Were there any employability
examples?

7. Assessment and Click or tap here to enter text.

Feedback
Was there any evidence of
formative assessment, for
example, Q&A, quiz etc.
Was the feedback offered
constructive and helpful?

8. Teaching Click or tap here to enter text.

Environment
Were any safety issues
highlighted? How effective
was the use of the teaching
environment, either face to
face or online? Were
specialist equipment and
teaching materials used
successfully?

9. Resources Click or tap here to enter text.

Did resources used during the
session enhance or detract from
the learning? Were they up-to-
date?
If observation is on resources
 from the VLE – how do they
support students; do they
encourage independent learning?

10. Digital technology Click or tap here to enter text.

Was any technology enhanced
learning used (mentimetre,
padlet, PollEverywhere…), and
how did they this support
learning?
If online session, was platform
(Teams, Zoom etc) appropriately
used? Were other tools used,
such online whiteboard?

11. Overall Click or tap here to enter text.

In what way was this a positive
learning experience from which
the students were able to learn,
understand and apply new skills
and/or knowledge?

12. Additional Click or tap here to enter text.

information
Please add anything else
discussed not covered in previous
sections.

After the feedback meeting and discussion:

Strengths: Click or tap here to enter text.

In what ways was the
observation effective?
Think about: Teaching,
learning and assessment
practice in the
discipline; student
engagement; active
learning; inclusive
practice and student
support; assessment and
feedback; use of
resources; online
learning; facilitation of
discussion…
Areas for further Click or tap here to enter text.
consideration
/development:
Agreed areas that the
Observee would like to
develop as part of their
practice or continuing
professional
development
Was there any area of good practice during the observation that could be shared with
colleagues within the School or wider university? Click or tap here to enter text.
Were there any issues identified that should be fed back to the Peer Observation
Group? For example, timetabling, environment (rooming or online environment),
technology etc. Click or tap here to enter text.

PLEASE ENSURE THAT BOTH THE OBSERVER AND OBSERVEE AGREE AND SIGN THE
FORM

We agree that this is a fair record of the observation and post observation discussion:

Observee’s Signature (type name): Click or tap here to enter text. Date:
Click or tap to enter a date.

Peer Observer’s Signature (type name): Click or tap here to enter text. Date:
Click or tap to enter a date.

The Peer Observer should return the final version of this form to the Observee only, as
it is confidential.
 Suggested Instrument 2 (Adopted from the University of Bristol)
Name of Teacher:
Name of Observer:
Unit Code, Name and
Level:
Title of Observed Session:
Session Learning
Outcomes:

Date / Time of Observation:

Number of Students:

Guidance on Completing an Observation of Teaching/Supporting Learning

Participating in an Observation of Teaching/Supporting Learning offers the opportunity for both
those being observed (the teacher) and those observing (the observer) to discuss and reflect on
teaching and learning practice. This contributes to continuing professional development in
teaching for both observer and teacher and enhances student learning. The following form has
been designed to capture the observer’s feedback on the teaching encounter, focusing on what
the teacher (participant) does and what the students do in the session.
Observations of teaching can be completed for ‘face to face’ sessions and/or teaching
encounters that take place online in real-time (synchronously) or at different times
(asynchronously). A pre-observation discussion is recommended.
This form should be completed electronically by the observer and sent to the teacher and
should form the basis of discussion of a post-observation discussion between the two.
The comment boxes have been based on the Areas of Activity criteria in the UK Professional Standards Framework
(UKPSF):
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research,
scholarship and evaluating professional practices.

When commenting on these criteria, you should also make explicit reference to where the relevant UKPSF Core Knowledge
criteria have been demonstrated and identify which Professional Values criteria underpin the participant’s academic practice:

Core Knowledge
K1 The subject material
K2 Appropriate methods for teaching and learning 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)
K4 The use and value of appropriate learning technologies
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

Professional Values
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of opportunity for learners
 V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional
development
V4 Acknowledge the broader context in which higher education operates, recognising the implications for professional
practice

Observer’s Feedback & Suggestions

Focus of observation
(The focus of the observation could be agreed beforehand – for example, following submission of a
lesson plan, online teaching/learning materials, or emergent during the observation.)

Design and planning of learning activities (UKPSF A1)

(For example, clarity and appropriateness of the intended learning outcomes; nature, selection and
sequencing of content; appropriateness of the learning activities for synchronous/asynchronous online
learning.)

Teaching and/or supporting student learning (UKPSF A2)

(For example, appropriateness of approach/methods/activities/experiences, organisation,
timing/delivery pace, and use of resources for synchronous/asynchronous online learning.)
Assessment and giving feedback to learners (UKPSF A3)
(For example, assessment of prior knowledge, assessment of learning within a
synchronous/asynchronous online session, nature of feedback to students and student group within the
online learning environment(s).)

Developing effective learning environments and approaches to student support and guidance
(UKPSF A4)
(For example, use of resources including the physical learning environment,
technology-enhanced/online teaching and learning activities, and meeting individual learning needs in
an online learning environment.)

Other comments and things to consider for the future

(For example, the overall quality of the session/provision, UKPSF Professional Values which underpin
the participant’s academic practice, particular issues/areas to be addressed and/or staff development
requirements. Please also add here any reflections on your own learning/CPD as a result of observing
the participant.)

Response from the Teacher

The teacher should respond to the comments provided by their observer. These comments should form
the basis for an action plan for developing future academic practice. The following questions should be
used to guide you:
 What did you feel were the most important points to emerge from your interactions with the
observer?
 What changes, if any, will you make as a result of your engagements with your observer and
your subsequent reflection?
o to the particular session
o to your teaching more generally
o any other comments about the observation