That looks excellent Eva, thanks to you and your colleagues for sharing this. We have a "peer supported reflection on teaching practice" scheme at our University, and it’s a great supportive system where the observer and staff member discuss what the staff member wants to focus on. The scheme is fluid to fit staff’s individual development needs, and it works very well. Because of the nature of the scheme, the paperwork is so open that it can used for almost any purpose, which is good in some situations, but not as useful in others. Consequently, we have been talking within our dept., which is all TBL for our MPharm curriculum, about whether it might be useful to have a more specific TBL-based resource for times when we want to develop/observe/evaluate people’s TBL practice (where this is what the staff member has chosen to reflect on). I think your document will be really helpful. You and your colleagues have just saved me a lot of time! Thanks so much.
Josie
On 22 May 2014, at 15:13, Aagaard, Eva <[log in to unmask]> wrote:
> At University of Colorado, we recently launched TBL as the pedagogy for IPE education across our campus. In addition to faculty development on the method (most facilitators had never been exposed), we offered peer observation and feedback and used the attached coaching form. Wendy Madigosky and Nichole Zehnder cc’d above were the primary movers for development of this form.
>
> Eva
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Richard Sabina
> Sent: Thursday, May 22, 2014 7:07 AM
> To: [log in to unmask]
> Subject: Facilitator Evaluation Resources
>
> Colleagues:
>
> An ad-hoc subcommittee of the Educational Development Committee (EDC) has been charged with developing a rubric for peer-evaluation of TBL facilitators. If anyone has developed a tool like this, would you be willing to share your resource with the subcommittee? If so, please send it directly to me at: [log in to unmask]
>
> Thank you,
>
> Rick Sabina
> Chair, EDC
> <iTeach TBL Obs Feedback form revised.doc>
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