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

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

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

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

Preparation Consider material submitted in advance (including for instance handouts, slides, Bb9 material, assessment) Agree with internal peer reviewer which sessions to observe and communicate to reviewee with at least a week’s notice

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

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

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’?

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’?

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