Peer lens: Review through peer review

Peer review of teaching is often considered a valuable tool in achieving effective teaching of individuals, teams and departments. Faculty members can be provided with an opportunity to receive and discuss feedback on their teaching from the disciplinary expertise of their peers. When conducted effectively, peer reviewing can contribute to a culture of academic collegiality.

The Cornell University Centre for Teaching Excellence, through reviewing existing practices and published research, created a list of guidelines to assist teaching institutions in developing an effective peer review process. This included:

  • A pre-observation meeting – to set goals on what will be reviewed and how
  • A classroom observation – to observe the teaching practice within the parameters set prior
  • A post- observation debriefing – to discuss the peer findings and thoughts on the practice in relation to expertise and evidence.
  • A written summary documenting the process – documenting all of the above for use as a reflective tool, the development of strategies for improvement, or academic appraisal or performance needs.

FedUni peer review templates

Below are various Microsoft Word templates to assist with the peer review process.

Professional mentors and coaches

It is often useful to have a professional peer to act as a mentor or coach to provide non-judgemental support and guidance in understanding various forms of feedback and to develop strategies for improving your practice. Having a mentor or coach for whom you have professional respect, enables you to discuss opening your reflective thoughts and proposed processes for moving forward. For more information on the mentoring program for staff at Federation University, contact your Head of School or Associate Dean of Learning and Teaching.

Video resource

Where can I get support?

To explore your Faculty process for peer review contact your Associate Dean of Learning and Teaching.

Further information and resources