1. Faculty Peer Review of Teaching
Training for members of
Faculty College of Peer Reviewers

2. Outline Policy and associated form Role of College Peer Reviewer
Preparation
Follow-up
Evidence for levels of quality
Policy: not here to discuss, history
Still supportive and there to improve everyone’s quality (including reviewers)
Not just excellence, also other levels of quality, good is good too
Many different ways of being good
Meet with college
Preparation documentation, survey data etc, assessment, possibly meeting

3. Policy and associated form
University framework, Faculty implementation
Evidence of teaching quality for promotion
Consistency across the institution
Gathering information about good practice
Trigger for support
Main differences with existing local processes:
External reviewer
Assessment descriptor
(Timing)

4. Role of College Peer Reviewer
‘colleagues with broad teaching experience who are trusted to assess teaching fairly across the range of disciplines within the Faculty and to provide thoughtful and sensitive feedback to reviewees’
Ensure consistency across the Faculty and University
Ensure that policy is adhered to
Provide information about suitable support
Forward examples of good practice
NOT role of line manager
And hopefully the University

5. Preparation Consider material submitted in advance
information about what courses taught
Agree with internal peer reviewer which sessions to observe and communicate to reviewee with at least a week’s notice
Reviewee to send at least ouline for the selected course(s)
Possibly handouts, slides, Bb9 material, assessment, evaluations…

6. Follow up
Complete and agree review form no later than two weeks after the latest observation
Possibly meet with reviewee
Ensure that information about good practice is communicated as agreed
Direct reviewee to support as appropriate

7. Follow-up
Feedback should
Be clear, helpful and constructive
Be professional not personal
Motivate assessment
Take into account context

8. Evidence: discussion points
Good teaching can take many different forms!
General intellectual and analytical engagement with teaching
Awareness of role of course unit within programme
Blackboard pages (if access arranged)
Outline, handouts, assessment (as appropriate)
They may not all be able to articulate that in the same way, so evidence from the actual teaching also fine, but something in answer to ‘why have you chosen to assess the course in this way’?

9. Evidence: discussion points
Organisation
Time management
Context of the session within the course made clear to students
Clarity and pace
Command of class
“Personalisation”
They may not all be able to articulate that in the same way, so evidence from the actual teaching also fine, but something in answer to ‘why have you chosen to assess the course in this way’?

10. Evidence: discussion points
Visual aids
Interaction with visual aids
Opportunities for interaction
Reaction to interruptions
Reference to “real life examples” …