Reflective Statement Template by E0sMP6M

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									                                                Peer Supported Review of Teaching Practice


Reflective Statement
Parts 1 & 3 of the Reflective Statement will be shared documents that provide details
of how the review was conducted and what proposed professional activities will be
undertaken as a result of the process. Part 2 of the Statement is designed to support
personal and private reflection on the activities and is not expected to be shared;
working through this process will help the reviewee to complete Part 3. It is an
expectation of the scheme that staff select elements from Part 3 for discussion at
performance review.


PART 1 - Description
Name of reviewee:                                   Name of reviewer:

School/Dept:                                        School/Dept:

Date and time of main review activity:

Describe as a matter of fact just what happened during your supported peer review of teaching
practice. You might want to include the following:

What type of activity was reviewed?


Where did the activity take place?


What materials were reviewed?


Which students were involved?


What professional activities were undertaken as a result of the review process?




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With reference to the UK Professional Standards Framework, which aspects of your practice have
been addressed during this peer review?
Full details of the framework and guidance are available from http://www.heacademy.ac.uk/ukpsf.
If you wish to pursue professional recognition, the peer review process and reflective statement will
go some way towards providing supporting evidence for this.

                                   Dimensions addressed by the review
Areas of activity:                   Core knowledge:                   Professional values:
    A1 Design & plan learning            K1 The subject material.           V1 Respect individual
        activities and/or                K2 Appropriate methods                learners and diverse
        programmes of study.                for teaching and                   learning communities.
    A2 Teach and/or support                 learning in the subject         V2 Promote participation in
        learning.                           area and at the level of           higher education and
    A3 Assess and give                      the academic                       equality of opportunity
        feedback to learners.               programme.                         for learners.
    A4 Develop effective                 K3 How students learn,             V3 Use evidence-informed
        learning environments               both generally and                 approaches and the
        and approaches to                   within their                       outcomes from
        student support and                 subject/disciplinary               research, scholarship
        guidance.                           area(s).                           and continuing
    A5 Engage in continuing              K4 The use and value of               professional
        professional                        appropriate learning               development.
        development in                      technologies.                   V4 Acknowledge the wider
        subjects/disciplines and         K5 Methods for evaluation             context in which higher
        their pedagogy,                     the effectiveness of               education operates
        incorporating research,             teaching.                          recognizing the
        scholarship and the              K6 The implications for               implications for
        evaluation of                       quality assurance and              professional practice
        professional practices.             quality enhancement for
                                            academic and
                                            professional practice
                                            with a particular focus
                                            on teaching.
                                               Comment




Reviewee Signature:                                                     Date:

Reviewer Signature:                                                     Date:




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                                                   Peer Supported Review of Teaching Practice


Reflective Statement
PART 2 – Personal reflection
Part 2 of the Statement is designed to support personal and private reflection on the activities and is
not expected to be shared; working through this process will help the reviewee to complete Part 3
To read more about Gibbs Reflective Cycle go to http://tinyurl.com/bo2r89f

Feelings
What were you thinking and feeling at the time?



Evaluation
List points or tell the story about what was GOOD and what was BAD about the experience.



Analysis
What sense can you make out of the situation. What does it mean?



Conclusion
What else could you have done? What should you perhaps not have done?




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                                                 Peer Supported Review of Teaching Practice


Reflective Statement
PART 3 – Action plan
Parts 1 & 3 of the Reflective Statement will be shared documents that provide details
of how the review was conducted and what proposed professional activities will be
undertaken as a result of the process. It is an expectation of the scheme that staff
select elements from Part 3 for discussion at performance review.
In a similar situation, what would you do differently?


How will you adapt your practice in the light of this new understanding?


What specific actions are you now going to undertake as an outcome of this review?


Do you need any support with these actions and if so how are you going to seek this out?


When do you expect to have completed these actions by?



Reviewee Signature:                                                Date:

Reviewer Signature:                                                Date:




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