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In observer feedback form 2..there are two many categories

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I think anticipated problem not necessary here

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Is it necessary that class profile is important

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Overall we felt this form was too prescriptive, but also that it overlooks an opportunity: peer observation can offer so much more. If it is part of our individual PD, perhaps more flexible approaches could be considered.

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Areas of growth - much better terminology.
What support is actually available to tutors, and from whom in the case of follow up?
If tutors can select what they specifically want to be focused on, that is good, as it puts the observee at the centre. This form is more balanced in terms of dialogue between observee and observer. The focus seems to be more on the development of the tutor.

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 What are you trying to achieve and why?

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 What are you trying to achieve and why?

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Here no need for 'Why"

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-Add a drop-in menu for type of session
-"What are you trying to achieve?" - no need for the "why".
-"Context of this session" - It would be much better to tabulate this as it would be clearer for the observer to read and easier for the observe to fill.

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Is this a second observation?
Are they our colleagues observations?
Is it accountable.

Some of the language eg "Key Actionable Change" could be clarified.

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Streamline this with Lesson Plan, as a lot of things are repeated here. Decide where you want the information, and why, and just ask for it once.
Satisfactory/ Not satisfactory - this is judgemental and subjective, yet we were told the philosophy here is collaborative and supportive.

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" What I’m observing for today (connected to my PD goals)" - in peer observation it might be connected to observee's development goals (or to both observer's and observee's goals). Also, it might be connected to something that's come out of recent teaching (a PD goal) but not a PD goal that was in ADAA.
- Is it a different form (to the other observation form) because it has a different purpose? i.e. if the other observation form about appraisal and this one development or why is it different?
-" What areas are you currently struggling with" - this needs to be re-worded. We are not necessarily struggling with anything! Maybe "interested in developing" or "seeing different ways of doing". ALSO - this assumes peer observation is always about working on something I want to develop: maybe my colleague wants feedback (i.e. maybe show me something they think is working or that they want help with)
-" Key Actionable Changes" / "quick hits" - both sound a bit like marketing speak. Not terribly meaningful.

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Class profile is not clear (may not suit our HE context).
Personal Objectives - not clear
Observation Feedback Form no.4
If the focus is not addressed, will the observe make comments on it?
Summary Feedback: It appears judgemental. Instead observer should highlight areas of improvement and the need for a follow-up observation.
Observation Feedback Form no.2 (5)
Too much focus on. Needs to be limited.

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Next to Anticipated problems, change 'Solutions' to 'Possible Strategies'.

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Observation feedback form number 5 is wholly inappropriate. It is far to prescriptive. Not all of those points will necessarily be covered in a lesson, it is a huge list, there are only two ratings (excellent or area for growth). It is overwhelming for both observer and observee.

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Observation feedback form number 5 is wholly inappropriate. It is far to prescriptive. Not all of those points will necessarily be covered in a lesson, it is a huge list, there are only two ratings (excellent or area for growth). It is overwhelming for both observer and observee.

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Way too detailed, at times too prescriptive about what is valued (and these things might not all be demonstrated in every lesson).
Rating system seems all or nothing - excellent or area of growth.

Also - the page(s):

"Professionalism and Personal Growth" section - how is this to be observed in a single individual lesson? [I think it's meant for annual appraisal rather than an individual lesson observation?]

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Perhaps 'suggestions' can be removed from the observer's comments on that form, as it is not always going to be about finding something to critique. It could be commending a certain point. A comments box alone should be more than sufficient.

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Perhaps 'suggestions' can be removed from the observer's comments on that form, as it is not always going to be about finding something to critique. It could be commending a certain point. A comments box alone should be more than sufficient.

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Clarify in Lesson Plan what Personal Objectives can refer to - is it the same as 'any specific area that the observee wants the observer to focus on'? Is, suggest use same language for clarity.

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In the observation teaching form, the first two boxes have already been covered in the lesson plan. There is a lot of repetition.

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In the observation teaching form, the first two boxes have already been covered in the lesson plan. There is a lot of repetition.

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Lesson plan template - personal objectives

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Lesson plan template - personal objectives

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Like other comments, this is not clear for those who have not done DELTA / dipTESOL. Further guidance is required about what to include in each section for tutors who haven't done these courses

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Lesson plan template - Learning Outcomes:

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Lesson plan template - Learning Outcomes:

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New tutors may confuse this with course outcomes. Also, clarify difference between objectives and outcomes

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What do you mean by stage name and Aim interaction?

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What do you mean by stage name and Aim interaction?

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How is the procedure different to stage name?

Seems to be a lot of paper work! Are we expected to fill out all these forms? Eg Lesson Plan, Observation Feedback Form or are these going to be merged so that we only have one form to complete? also the Peer Observation form 3 should be adjusted - not the full thing.

Observation form 2 appears more practical and user friendly.

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Form 5 Observation feedback form seems like a checklist of multiple points with two measures from  

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Form 5 Observation feedback form seems like a checklist of multiple points with two measures from  

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Excellent to Areas of Growth.

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Guidance on how much to include here would be helpful (especially for those who haven't done DELTA).
Also, the "etc." could be expanded.

* for National Requirement electives - only 2 lectures for Arabic. Unlikely to be able to do class profile.