Peer Review of Teaching

1. Peer Review of Teaching Dr Helen Barefoot Deputy Head of the Learning and Teaching Institute h.barefoot@herts.ac.uk@helenbarefoot

2. Aim and Objectives of the presentation Aim • to introduce the University system for peer review Objectives: by the end of the session participants will • be familiar with the University system • be confident in carrying out the system and giving feedback in a constructive and sensitive manner • have a shared understanding of some of the issues involved in reviewing a learning and teaching session

3. Purpose of peer review of teaching? • Personal improvement • Sharing practice • Learn from others • Build confidence • Reflect on our own teaching • See how others approach their teaching • Maintain standards • Trying things out and using feedback to help evaluate the activity • Good to be a student • Reflecting on the learning process

4. Purpose of peer review • Helping staff to evaluate and improve the effectiveness of their own teaching • To enhance the student learning experience • To facilitate and value the learning experience of discussing teaching • Recognition of the importance of sharing good practice • School/University teaching review plans • Management information on learning resources

5. QAA Institutional Review How does the institution review and improve the quality of the studentlearning experience? • How does the institution review and seek to enhance the quality of the student learning experience? • How effective is teaching in relation to curriculum content and programme aims? • How effectively do staff draw upon their research, scholarship or professional activity to inform their teaching? • How good are the materials provided to support learning? • Is there effective engagement with and participation by students? • Is the quality of teaching maintained and enhanced through effective staff development, peer review of teaching, integration of part-time and visiting staff, effective team teaching and induction and mentoring of new staff? • How effectively is learning facilitated in terms of student workloads? Is the quality of teaching maintained and enhanced through effective staff development, peer review of teaching, integration of part-time and visiting staff, effective team teaching and induction and mentoring of new staff?

7. NSS comments regarding teaching Many lecturers are passionate about their subject area and are keen to engage with students Each session was filled with a variety of teaching styles and methods to keep me engaged. I think the teacher's enthusiasm definitely helps with the course; it makes you want to be there. The use of electronic voting device in class. Excellent teaching, and the placements helped build on theory taught in class. The tutor we have knows what he is talking about because he has worked in the industry.

8. NSS comments regarding teaching Some staff seem less secure in their subject knowledge and their ability to teach effectively. Very boring lectures and tutorials. While I only attend the first few weeks of classes, most of them lack creativity and involve lecturers reading or providing us the answers on the slides. Some of the teaching staff need to communicate better. Some teaching styles appear rushed, with some lecturers appearing to go into too much detail surrounding aspects not really relevant to the course, and then have insufficient time to complete teaching of core aspects. Lecturers are not very enthusiastic about what they're teaching.

9. Principles of the UH System • Confidential - nothing reported other than an option to provide example(s) of effective practice on PRF3 • Reviewer must not be the line manager and must have undertaken SD for peer review of teaching • Academic staff above 0.5fte must be participate in annual peer review

10. School Plans 2009-2011 • Adopting a theme - Schools previously have been given the option to choose to adopt a theme each year to focus reviews (e.g. assessment and feedback) • Scope of review – Schools have previously used Peer Review to explore an alternative to classroom activity (e.g. StudyNet sites, podcasts, distance learning materials etc) • Reviewer background – Schools previously have taken the opportunity to collaborate and have inter-School reviews.

11. University theme 2013-14 - peer observation of classroom based activity • Peer observation of classroom based (noting that classroom extends to laboratories, tutorials, workshops etc.) • The allocation of observer and observee roles should be made by the Associate Dean (L&T)

12. The Forms • Available from Peer Review • PRF1 Side One: Information about the session • PRF1 Sides Two and Three: comments by the reviewer • PRF2 : Reflections by the person being reviewed • PRF3 : Feedback to School

13. Process:

14. Things to do

15. Providing feedback – what is important? • Plan where you are going to meet for the feedback session • First of all – ask them how they thought that it went • Start with the positives • Provide constructive feedback • Be specific • Think how you can help their development • Might use “2 stars and a wish” • Take the opportunity to have a good discussion about teaching and student learning

16. Benefits of peer review • A very useful review which was topical and provided an opportunity for discussion and critical analysis. I learned new ways to think about using group work to promote studentengagement The feedback provided was informative and positive and has provided me with opportunities in improving my teaching style. I believe that this was a very positive experience. Some challenging questions arose from sharing how we plan ,which really made me think about how I support student learning I didn’t really see how I could learn from a colleague in a different discipline but actually it was a great experience