Choosing the focus of your PRE
You should review student-facing observable dimensions of your practice. In addition, you may wish to develop and enhance other aspects of your academic practice.
Consider,
- Choosing something that students have commented on in module feedback
- Reflecting on the results of the National Student Survey
- Choosing aspects of your practice in which you lack confidence
- Choosing aspects of practice in which your peers have great strength or where they are using techniques that are new or different to you
- Choosing aspects of your team's practice to improve consistency for students
- Trying something new that you've always wanted to try out but need support with
- Linking your review to your school/institute's strategic priorities or school/institute PRE theme
- Developing some formative assessment and feedback methods so students can get more practice before completing assessment for credit
- Developing your practice to heighten learner interaction and confidence
- Developing your use of Blackboard beyond the minimum expectations to support student-led learning
- Developing a skill or technique that you can use in more than one module i.e. use of social media in learning and teaching, screencasting, audio feedback etc.
- Apprenticeship tutors preparing for an Ofsted inspection.
Choosing your peers
Consider,
- Working with someone who is new to your team and could provide a fresh perspective
- Working with someone who has a lot of experience in an area for which you would like some guidance
- Working as a module team to make a step-change in the way an aspect of the module is delivered
- Working across modules in a course to create a coherent student experience
- Working with someone outside of your immediate team
- Working with someone with specialist knowledge
- Working with your professional group on a particular theme
Creating your PRE plan
Have you agreed the time frame for your review? Consider,
- When a modification to existing provision would need to be requested
- When any observation activity is optimal to arrange
- When assessments are due to be submitted, and feedback returned
- If a 2 year development plan would be appropriate for the review and changes that you anticipate making.
Managing evidence and managing dissemination
Consider,
- The options for sharing your PRE experience and the outputs you will generate. Will it help to manage evidence of change from the start?
- How colleagues in your subject area could benefit from your development experiences.
- Can you write up your PRE activities as a case study for the SoTL Blog or the LTA Website?
Being sensitive through review
The level of disclosure you are comfortable with about your work will depend on the agreed processes, topics and how well you know your colleagues. Ensure the process continues to feel supportive and productive to you and your colleagues. Monitor how the process is unfolding:
- Do you sense that all concerned are comfortable discussing the issues?
- Is there a good balance of support and challenge?
- Do you need to consider any modification to the plan?
Planning for improvement
Ensure action planning is not an afterthought – review and enhancement work together as peer-supported activities in PRE. Consider creating action statements that:
- Are in the form of SMART goals (specific, measurable, agreeable, realistic, time-bound) and that improve your academic practice
- Clarify and lead to future professional development.
Recording and Reporting PRE
- You should keep a record of your PRE for your own professional development.)
- You should complete the expanded summary of your review at the end of your PRE record
- You will discuss the outcomes of your PRE at PDR and how you can access further appropriate development opportunities. The detail of the review is confidential to you, and it is up to you what you choose to disclose.
