1. Peer Review & Enhancement Promoting enhancement through reflective critical friendship
Quick guide
Version 2, LEAD, October 2017

2. Refreshing PSR - What's changed?
Name change: emphasise enhancement as the principal outcome of peer review
Professional recognition: relationship to the FHEA need to “remain in good standing” as HE professionals
Peer observation method: development by observing and being observed by peers
CPD: stronger connections between Practice <–> PRE <–> Appraisal -> Practice…
Enhancement through sharing: expectation to share significant outcomes with the wider academic community
Valuing CPD and PRE: outcome of better high level engagement monitoring

3. Refreshing PSR - What hasn't changed?
Expectation that all student-facing staff will do it
Addresses the needs of individuals e.g. subject, inter-professional, institutional, professional contexts
Is supported by peers
Is for mutual benefit based on trust, respect and sharing of practice
Is flexible, reflecting the diverse environments used for teaching
Is supported by University, Faculty and Departmental processes
Is simple to operate creating coherent CPD cycle
continues to include all student-facing staff whose role directly impacts on student learning e.g. academic, learning support, technical, and administrative staff, including those in part-time roles
contributes to the requirement of all staff accredited as Fellows of the HEA to remain in good standing
addresses the needs of individuals within the evolving contexts of subject and inter-professional groups, the institution, and professional and regulatory bodies
is supported by peers, based on:
development for mutual benefit
trust, respect and the open sharing of practice;
professional integrity;
appreciative and supportive observation of practices;
peer reflection, action planning and joint enterprise.
reflects the diverse environments used by academics while teaching, including curriculum design and delivery, assessing and feeding back to students, supporting students and evaluating practice;
is a flexible process to accommodate differing needs and contexts, changing roles and evolving environments;
is supported by University, Faculty and Departmental processes;
is simple and efficient to operate, linking with existing processes to create a coherent professional development and review cycle.

4. Enhancement REVIEW activities activities Observation Observation?
“Reflects the diverse environments used by academics while teaching, including curriculum design and delivery, assessing and feeding back to students, supporting students and evaluating practice”
REVIEW
activities
Enhancement
Observation
Reflecting In
and On
Practice
Together
activities
“where staff are involved in teaching students, Peer Review & Enhancement will normally include observation. This involves observing peers and being observed by peers in order to critically reflect on and develop the ways they engage their students in key teaching environments” - policy

5. How to carry out Peer Observation of Teaching
Peer Observation of Teaching and giving feedback on observations is a skilful activity.
Please ensure you read through the guidance on how to do this effectively. This is in the Peer Review & Enhancement Handbook and also available as a separate document.
There are several steps to a successful peer observation of teaching. Each of you will:
Select the activity to be observed
Select who observes your practice
Have a pre-observation discussion with your peer(s)
Observe your peer's practice and record notes using the Peer Observation of Teaching Proforma to plan and record the observation
Be observed by your peer(s)
Meet after each observation to talk through and clarify the observation notes. Observers should type up and provide their peer with a copy of the notes using the pro forma.

6. PRE – what you need to do
Reflect on your development needs and priorities
You decide on your PRE focus and clarify your rationale
Choose your partner(s)
Create your individual PRE Plan with your peer use the worksheet if its helpful
Plan your review activities including:
Your observation and your peer’s observation see guidance and use the Observation proforma
Other areas you want feedback on
Plan your enhancement activities
Use the Record of PRE form high level summary informing monitoring & highlighting local interest and expertise
PRE is managed locally – check local arrangements
Share your practice
“Staff will select from a range of methods, which they determine to be appropriate, to review, reflect on and develop their academic practice”
continues to include all student-facing staff whose role directly impacts on student learning e.g. academic, learning support, technical, and administrative staff, including those in part-time roles
contributes to the requirement of all staff accredited as Fellows of the HEA to remain in good standing
addresses the needs of individuals within the evolving contexts of subject and inter-professional groups, the institution, and professional and regulatory bodies
is supported by peers, based on:
development for mutual benefit
trust, respect and the open sharing of practice;
professional integrity;
appreciative and supportive observation of practices;
peer reflection, action planning and joint enterprise.
reflects the diverse environments used by academics while teaching, including curriculum design and delivery, assessing and feeding back to students, supporting students and evaluating practice;
is a flexible process to accommodate differing needs and contexts, changing roles and evolving environments;
is supported by University, Faculty and Departmental processes;
is simple and efficient to operate, linking with existing processes to create a coherent professional development and review cycle.

7. Further information and forms
The handbook and all related forms are available from: