Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: Specialist Machinery induction ROT
Size of student group: 1-2
Observer: Romany Taylor
Observee: Charlie Lewis
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
-Machinery induction to assist in BA Fashion student’s final collection garment/sample development
How long have you been working with this group and in what capacity?
-If a final year student I would have worked with them for the last 3 years, advising on machine set up, suitability of materials, sewing workshops to teach them practical skills, inductions into machinery and workspaces.
What are the intended or expected learning outcomes?
-Student to understand how to use machinery correctly and safely and how to setup to work with their fabric
What are the anticipated outputs (anything students will make/do)?
-Sample for sketchbook or finished garment
Are there potential difficulties or specific areas of concern?
-Student doesn’t show to scheduled appointment,
-Late to appointment and another student needs to use it
-Double booked by staff
-Interruptions from other student requests as we are in an open studio space disrupts flow
-machine is damaged prior to booking and out of order
-Machinery fails
– fabric/intended outcome is not suitable for machinery
– Machine doesn’t like the fabric used and doesn’t work – particularly prominent on coverstitch for jersey
– Machine repairs are not sufficient leading to expensive damage and/pr machine being out of service – embellisher misaligned
-Student is not planning on using machinery immediately, just getting induction – then have to re-induct student later on as they forgot without use
How will students be informed of the observation/review?
-Via email or verbally on day, booked into Excel spreadsheet
What would you particularly like feedback on?
-How I interact with students, whether the instruction is clear/concise/digestible
-Any resolutions to the issues raised
-Any areas for improvement/tips
How will feedback be exchanged?
-Verbally
Part Two
Observer to note down observations, suggestions and questions:
A key issue raised in our session was the lack of student awareness regarding the value of machinery and technical skills until after their year in industry. Many students fail to realise that basic machinery knowledge enhances their design decisions and creative problem-solving. As a result, the role of support technicians is often undervalued and seen as secondary to academics, diminishing the importance of technical training.
Ways to address this issue include:
– Incorporating Technical Tutorials as part of the design process or linking machinery skills to creative success.
– Encouraging early exposure to machinery skills throughout the course can ensure students have basic familiarity before needing them in their final projects.
The pressure to balance practical skills with creative freedom creates tension due to the ‘culture’ promoted within the department. As a technician, you manage a large workload and juggle student and staff expectations, often without sufficient support. Students may fail to understand that learning how to use machines properly can improve their work even if not part of the assessment.
Managing expectations could be improved by:
-Encouraging early sampling and focusing on quality over quantity.
-Students should be reminded that technical knowledge, even if not immediately necessary, will improve the final product.
-Clear, collaborative communication between academic staff and technicians about managing student progress and expectations is essential for reducing tension, which I know you feel quite powerless in pushing for now.
Possible solutions to inefficient space and scheduling issues:
-A structured timetable and staggered project hand-ins could beNer manage space and reduce conflicts over machine usage.
-Students and staff should be reminded of the importance of respecting the schedule for an efficient workflow.
-Being consulted on timetables could prevent conflicts and improve machine utilization.
-An organized booking system can further reduce clashes and ensure better use of available machines.
-Educate students on the importance of respecting their scheduled times for better workflow.
Balancing creative freedom with necessary technical skills is challenging, as students’ designs are sometimes unrealistic due to a lack of technical understanding. Technicians should be seen as key contributors to the design process, not barriers to creativity. However, pushing for this recognition feels difficult due to academic indifference. Implementing case studies or student feedback could help promote this shift in perspective.
Regular team meetings focused on “collaborative feedback for growth” or “team-driven suggestions for enhancement” foster a supportive environment that strengthens community, trust, and solidarity within the technical team. With a view to enhance communication, improve problem-solving, and create a more cohesive and supportive work environment, leading to better cooperation and overall team growth.
(Recommended reading- Rosenberg, M. (2005). Observing without evaluating. Nonviolent
Communication: A Language of Life. CA: Puddledancer Press.)
Encourage students to take ownership of their learning, including understanding how machines can aid their creative process. Focusing on skill-building throughout the course/years, rather than reacting at final stage, allows for more proactive and thoughtful preparation in both student development and technical processes.
While you’re coping with a significant workload, redefining your role with clearer boundaries and expectations could reduce stress and increase cohesion. By seeking stronger support from above, you can navigate challenges with greater confidence, ensuring a more balanced and productive environment for both you and the students, you are clearly a great asset to the department.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
-I will approach newer pathway leaders who I feel are open to change and integrate more technical aspects into the course about incorporating sign up inductions in second year (when there is more time and less ‘overwhelm’ of information). This would mean the students would have optional inductions into using the machines and sampling the specialisms. Another idea I had is to send out a monthly ‘newsletter’ informing students of interesting work produced on a ‘machine of the month’ to increase awareness. This could be incorporated into the fashion academic newsletter.
-I will work on building more communication with academics and improving relationships to open up more conversation around promotion of the value of technical skills. We have seen improvements in recent years when building stronger relationships with academics. The team would like to push for technicians to be included in tutorials and engage with students in the research and development stages of projects, before the work is at the final stages and it is too late to prevent issues and errors. We could take the initiative and go around and speak to students about their work on a one-to-one basis. This is reliant upon having time to do this, when I am currently overstretched.
– The team, as a whole, has been pushing for more involvement and clarity with the timetable, particularly around the need for staggering of deadlines to ease studio capacity.
– The technical team collectively needs to improve boundaries and having a unified message with the students to ensure students arrive on time and have accountability and take ownership of their organisation and time keeping.
-Regular meetings held on a weekly basis need to focus on the collective accountability of the team. This is sometimes difficult to enforce due to my standing in the team and most members of the team being in senior positions. We also suffer from a lack of a present manager which creates difficulties.
-I will read Rosenberg, M. (2005). Observing without evaluating and Nonviolent
Communication: A Language of Life. CA: Puddledancer Press. I hope that the idea of nonviolent communication will help build my confidence in being assertive and more confident.