Involves collaboration with teaching peers for informal or formal observational review of teaching skills, specific learning activities or curricular development using a semi-structured process.
Features of peer review
- Works best as a learning experience
- Focus on understanding rather than judging
- Feedback constructive as basis for critical self-reflection and dialogue
- Peers = colleagues from the same or a different school or from a support service e.g. Faculty / University Learning and Teaching Staff
- Can be summative instead of formative, formal rather than informal
- Can also be used for peer review of curriculum design.
Why undertake Peer-review of Teaching?
- Complements the cycle of self-reflection and development
- Supports own efforts towards innovation and evaluation
- Provides additional evidence of the quality of teaching – useful in career progression and promotion
- Contributes to the robustness of mechanisms that reward excellence in teaching
How to set up peer review of your teaching?
If you are interested in setting up a peer review session or cycle, please contact Dr Rachel Thompson firstname.lastname@example.org