Teaching Record: 10+ Learners (Retention Evidence)
12 weeks · 4 milestones
Milestone map
Milestone map
3 milestones
You cannot improve what you have not measured. Arrange to be observed teaching or facilitating a session by someone who can give honest, specific feedback — a colleague, department head, teaching coach, or peer with genuine teaching experience. Before the observation, write down two specific aspects of your teaching you believe are your current weaknesses. After the observation, compare your self-assessment to the observer's feedback. Document both. This creates your baseline — the gap between where you think you are and where the observer sees you.
Proof required
Share: (1) the date, subject, and student or participant group of the observed session, (2) the name and role of your observer, (3) your pre-observation self-assessment naming two specific weaknesses, and (4) a summary of the observer's written or verbal feedback covering at least three specific observations.
What gets checked
- Observer is named with a role that establishes their credibility — a colleague who also teaches, a department head, a coach, or a mentor with teaching experience; a friend who attended the session as a participant does not meet the standard
- Observer feedback contains at least three specific observations — not 'good energy' but named moments: 'when you asked the whole class a question without waiting, only the same three students answered'
- Pre-observation self-assessment was written before the observation, not after — the gap between prediction and feedback is the diagnostic; writing both at the same time defeats the purpose