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Observation as a way to ‘notice’ and enhance reflective practices As we reach the close of our recent round of teaching observations, feedback and discussions, I want to use this bulletin to reflect on what we have being doing together and the impact this has on our learning culture and our teaching and learning practices. The intention behind the way in which the observation cycle has been designed, and the follow-up processes that accompany it, is to ensure that observations are not viewed as mere checkpoints of quality. Instead, they should be seen as opportunities for professional dialogue, for insight, and for growth. Observations are also useful activities to encourage and engage in developing ‘teacher noticing’, something I will return to in a later bulletin and will become a focus of one of the TLC seminars. The observation process helps us look closely at our practice: how we prepare, how we teach, how we engage, and how we respond to our students in real time. It also offers space for reflection, that is, moments to ask guiding questions, raise awareness of elements in our teaching that could improve, and share in collective professional development. Our observations aim to explore elements that shape the learning experience: lesson preparation and structure, achievement and clarity of learning outcomes, relevance of material, activity design, responsiveness to student needs, and the professionalism with which we conduct ourselves in class. This focus aligns with Advance HE’s Professional Standards Framework (PSF), which places self-awareness, professional identity, and evidence-based improvement at the centre of teaching excellence. Through observation, each of us can evidence and show our direct engagement with the PSF’s three dimensions (activity, knowledge, and values) demonstrating our ability not only to teach, but to reflect on what we do and why it matters. When approached professionally, observation shifts to an activity of shared scholarship. Schön’s (1983) notion of reflection on action provides a useful tool which encourages us to view observations as catalysts for revisiting lessons, analysing decisions, and considering alternative strategies for future sessions. Our observation framework aims to support this process. When we, as academic lecturers, take time to discuss teaching materials, interaction quality, or the use of formative assessment, we engage in reflective practice (this links to the previous bulletin). This reflection, which can be further enhanced through the observation cycle, leads to ‘noticing’, asking questions, and finding shared answers: •            What worked well and why? •            How did my students respond? •            How might I adapt next time? As Colomer et al. (2020) note, reflective learning transforms experience into insight, enabling educators to develop responsive and sustainable teaching practices. A means of enabling the reflection is through observation when done in the right way. Atkinson and Bolt (2010) note that teaching observations are most effective when they become collaborative spaces for feedback and reflection, rather than evaluations imposed upon us. For staff, observation should offer affirmation and insight. It seeks to enhance the confidenc of the lecturer while providing a structured opportunity to question and refine practice. Feedback from the Teaching and Learning team helps us see not just what happened in the classroom, but how our teaching aligns with our intentions and desired learning outcomes. This process aims to strengthen professional identity, enabling each of us to view teaching as an evolving practice. For the organisation regular observations build collective confidence in the quality of learning and teaching. They also foster a community of shared standards and support, echoing Advance HE’s vision of ‘a sector that learns from itself’. At EUB, this means being a university that reflects, learns, and grows through its practices and its own reflective process. For our students, the benefits are clear. When staff engage in reflective observation cycles, the result is teaching that is more responsive, inclusive, and evidence-informed. Students see that their lecturers are invested in continual improvement as well as being open to feedback and committed to providing the best possible learning experience. Transparency is key to cultivating professional confidence. When observation feedback is shared collegially and viewed through the lens of improvement rather than judgement, it builds trust. Our most recent observation cycle shows that staff value opportunities to discuss how lesson sequencing, activity design, and feedback mechanisms aim to support student learning. This spirit reflects Atkinson and Bolt’s (2010) emphasis on peer dialogue and professional learning communities and resonates with Advance HE’s commitment to embedding continuing professional development (CPD) within institutional practice. When we open our academic sessions to one another this normalises professional curiosity. To foster this further the TLC will be looking to promote a future phase of observations which will aim to integrate peer observations into our T&L cycle. The Teaching and Learning Centre (TLC) continues to support observation as a developmental process, not an isolated event. We can work with you to: Our collective aim is to nurture a reflective culture that celebrates what we do well, while encouraging continuous improvement. Observation, reflection, and professional dialogue should help build the confidence and transparency that underpins our work at EUB and develops a professional, learning-oriented academic community. Thank you to all of you for participating in the observation cycle and enhancing EUB’s culture of teaching and learning. References Atkinson, D. and Bolt, S. (2010) Using teaching observations to reflect upon and improve teaching practice in higher education. Journal of the Scholarship of Teaching and Learning, 10(3), pp.1–19. Colomer, J., Serra, T., Cañabate, D. and Serra, J. (2020) Reflective Learning in Higher Education: Active Methodologies for Transformative Practices. Sustainability, 12(9), p.3827. Harrison, J. (2012) ‘Professional Learning and the Reflective Practitioner’, in Dymoke, S. (ed.) Reflective Practice and Professional Development in Education. London: Sage Publications. Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.