Why do a peer review of teaching?
As the instructor being reviewed, the process for your teaching observation will be influenced by your “why?”.
Some instructors are required to participate as part of their career progression (reappointment, tenure, promotion), including merit. Others choose to engage because they want to get feedback on their teaching and grow as educators. At the University of British Columbia, peer review of teaching is a component of the Integrated Evaluation of Teaching.
Ways to engage in peer review of teaching
There are many ways to engage in the formative peer review of teaching. These can include, but are not limited to:
- classroom observation
- review of materials, such as syllabi and assignments
- discussion and feedback of your teaching dossier
In this section of the website, we have provided guidance on conducting a classroom observation. While many peer reviews of teaching are unidirectional (i.e., a reviewer gives feedback to an instructor), we highly encourage you to consider a reciprocal peer review process where instructors observe each other’s teaching, reflect on what they learned through the observation, and share feedback.
Process for confidential and formative peer reviews of teaching at CTLT
As part of CTLT’s formative PRT initiative, there are experienced faculty members and educators who are ready to support your growth through peer review*. If you are a UBC instructor who wants feedback on their teaching, you can contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee (i.e., the instructor who is being reviewed) and will revolve around the reviewee’s goals.
*If you wish to have your teaching reviewed by an Educational Developer at CTLT, please contact ctlt.info@ubc.ca
Your Goals for Growth
Your goals for growth as a teacher are at the center of the formative process and they will influence who you approach for–and how you structure–your review . That’s why we encourage you to reflect carefully on your goals. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.
The following describes what happens before, during and after the classroom observation (we acknowledge that formative peer review doesn’t have to be of classroom [in person or online] teaching; however, this is the most common type of peer review).
The PRT process
Process Part 1: Before the classroom observation
- The reviewee reflects on their goals for peer review.
- The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from when scheduling an observation.
- Before the classroom observation, the reviewee should plan and prepare for the class as they normally would. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. This pre-observation meeting document will help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
- Approximately one week before the classroom observation, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and their plans for the class to be observed.
Watch videos on:
Process Part 2: Classroom Observation
The reviewee teaches their class while the peer reviewer observes the session. The peer reviewer’s observation is guided by a set of questions (see classroom observation questions ) and any goals set at the pre-observation meeting.
Watch the video on The classroom observation.
Process Part 3: After the Classroom Observation
- The peer reviewer(s) prepare a written report based on the reviewee’s goals and the classroom observation.
- The reviewee reflects on the classroom observation using the post-observation discussion questions.
- Approximately a week after the classroom observation, the reviewee and peer reviewer meet to discuss the classroom observation and the peer reviewer’s report.
- Following the meeting, the peer reviewer will make any necessary revisions to their report and send it to the reviewee.
- The reviewee will apply their learning to future professional development, peer reviews, course design, and lesson planning. (We hope the reviewer will do the same!)
- The reviewee may choose to use include the report in a teaching portfolio and/or tenure and promotion request (please ensure that the reviewers have agreed to this).
Watch the video on The post observation.
