For the observation records, I have:

• Completed Parts 1 and 3 on the form for each time I’ve been observed, and
• In Part 3, carefully considered the feedback received and responded to it with a growth mindset, and
• Sent a copy of the completed form back to my (peer) observer?
• Completed Part 2 on the form for the session you observed, and
• Received the completed form back from my peer Lee MacKinnon with their response?
• Added each observation record to your blog here:

Record of Observation or Review of Teaching Practice         

Session/artefact to be observed/reviewed: Professional practice portfolio review

Size of student group: 60

Observer: Carys Kennedy

Observee: Jo Glover

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One
Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

I teach on the diploma in professional studies so it’s the portfolio session

How long have you been working with this group and in what capacity?

This was an AL teach on the branding course

What are the intended or expected learning outcomes?

Improve career employability

What are the anticipated outputs (anything students will make/do)?

Business cards at the end

Are there potential difficulties or specific areas of concern?

n/a 

How will students be informed of the observation/review?

Video so in the past

What would you particularly like feedback on?

Presentation skills 

How will feedback be exchanged?

email

Part Two

Observer to note down observations, suggestions and questions:

Thanks Jo for sharing the recording of the portfolio session. You asked for my thoughts about your presentation skills.

• You managed the hybrid element of the event brilliantly, with real confidence. I’m personally a big supporter of continuing to allow students to attend remotely at times, so this was great to see.
• You were attentive to the online participants, which is easy to miss in a hybrid session.
• Your talk was multi-modal, balancing text, images and video content. This helped it to be engaging.
• You shared your own impressive career journey with generosity and candour. There was a clear personal touch to your presentation throughout.
• You included relevant tips throughout your presentation (e.g. apply for summer internships, trying different roles, contacting hiring managers…) to make your own journey relevant to students.
• You brought in examples relating to diversity, such as Age of Black Power, Queer British Art and Lunar New Year.
• You included interesting vignettes and stories related to your career, and artists/organisations you have worked with. These helped to make your talk interesting.
• Your presentation style is clear, confident and friendly. You took a lovely personal approach and the students were evidently pleased to learn from your experience and expertise. 
• In hybrid sessions, the students online often can’t hear questions/talking in the room so it can be helpful to repeat this for the benefit of people online.
• It can be helpful to verbally signpost what you’re about to talk about (e.g. I’ll share my career journey, then go into detail about a couple of places I’ve worked, before answering questions.) The classic advice is “Say what you’re going to say, say it, say what you’ve said” to support people to follow the presentation.
• The pace of delivery was good. You spent 20 minutes talking about your overall career journey, 15 minutes talking about the Tate and 10 minutes talking about Selfriedges. This left 15 minutes for questions. My impression was that students found the Q&A part valuable, and I’m curious whether you think 15 mins was long enough? Would pausing after each section for questions and/or a summary of tips have worked?
• Some students can find asking questions in a large group intimidating. You mitigated against this by your friendliess and openness. Can you think of any other ways you could ensure all students feel able to ask questions?
• The session involved a lot of listening, which requires a lot of concentration. Again, you mitigated against this by your delivery style, storytelling, and use of audiovisuals. Can you think of any other ways to keep student engagement up in a lecture-type setting?

On a more personal note, it was lovely to hear even more about your practice and all the amazing work you’ve done. Very inspiring! I’m sure your students felt the same way.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

I’ll increase my use of engaging visuals eg padlet so people can ask questions there or online in the chat

I’ll also increase the amount of time for Q&A so we can have more or a conversation

It might work better to add in more Q&A’s after each section