1. Alan Barnard & Robyn Nash

2. A funded two phase design project across 4 universities to develop, implement and systematically embed a culture of Peer Review of Teaching. The focus is on: 1. Promotion of workplace capacity through distributive leadership 2. Strategic improvement of teaching through peer review of teaching 3. Leadership development for champions and strategic mentors 4. Community of practice development 5. Establishment of multi-level stakeholder support

3.  There is an emergent view in Australian higher education that peer review of teaching is an effective strategy for academic development (Barnard, et al, 2011; Bell, 2001; MacKinnon, 2001; Magin, 1998)  The time is right @ QUT – review to teaching evaluation methodology (ReFrame); changes to academic staff mix; increasing emphasis on quality of teaching in higher education; increasing emphasis on research and scholarship in teaching

4. ◦ public (‘community property’) ◦ open to critique and evaluation ◦ in a form that others can build on ◦ involves inquiry and investigation, particularly concerning student learning and: ◦ be about effective learning; encompassing both teacher & student engagement ◦ about advancing excellence in research ◦ driven by informed teaching – e.g. evidence from student learning, students, self, peers ◦ linked to peer collaboration & personal reflection (Boyer, 1990; Hutchings and Shulman, 1999; Trigwell, 2000)

7. Peer review within the culture of teaching and learning Integrati on Development Empowering relationships Clear vision & shared responsibility Policies and processes Communities of practice Champions Building expertise Networks Resources Embedding peer review within the culture of teaching & learning Integration Discussion Observation Feedback/ Feedforward Reflection Leadership

8.  Early Career – wanting to ‘fit in’; seeking knowledge about learning and teaching; willing to learn from peers and mentors; developing a professional identity; learning to align with school, faculty and university goals, paradigms, and cultures  Mid Career – Carrying professional baggage from early career; informed by perceived career achievements, challenges and failures; specific type(s) of professional and institutional socialisation; personal habitus and cultural capital; aspiring leadership; research and publications; established personal identity style within a professional context  Mature/Late Career – mentor identity; the elder statesperson identity; expert in a field; the flexible faculty professional; status from experience; burn out; loss of institutional alignment

9.  Implementation has to involve all levels of the organisation in order to gain success – there has to be bottom up and top down commitment at the same time  Lobbying is essential  Attend every committee and opportunity to “give the message”  Many staff are enthusiastic about PR but less are willing to commit  There will be ‘champions’  Early career people are generally enthusiastic and willing  Some academics will never participate voluntarily – don't spend too much time there  Use strategies such as getting colleagues to invite a person to partner, speak openly about your experience, speak at staff forums, advertise and call for expressions of interest to partner and / or attend a workshop

10. Peer review within the culture of teaching and learning Integrati on Development Empowering relationships Clear vision & shared responsibility Policies and processes Communities of practice Champions Building expertise Networks Resources Embedding peer review within the culture of teaching & learning Integration Discussion Observation Feedback/ Feedforward Reflection Leadership

11.  Barnard, A., Croft, W., Irons, R., Cuffe, N., Bandara, W., Rowntree, P. (2011). Peer partnership to enhance scholarship of teaching: A case study. HERSDA, 30(4): 435-448.  Bell, M. (2001). Supported reflective practice: a programme of peer observation and feedback for academic development. International Journal for Academic Development. 6 (1): 21-28.  Hanrahan, M., Ryan, M. & Duncan, M. (2001). The professional engagement model of academic induction into on-line teaching. The International Journal for Academic Development, 6(2): 130-141.  Kemmis, S. & McTaggart, (2000). Participatory action research. In Denzin, N. & Lincoln, Y. Handbook of Qualitative Research. (2nd Ed.). Thousand Oaks: Sage.  McGill, I. & Beaty. L. (2001). Action learning: a guide to professional, management and educational development. Kogan Page: London.  MacKinnon, M. (2001). Using observational feedback to promote academic development. International Journal for Academic Development. 6 (1): 21-28.  Magin, D. (1998). Rewarding good teaching: A matter of demonstrated proficiency or documented achievement? The International Journal for Academic Development. 3 (2): 124-135.