Peer Review of Teaching RevieweeChecklist
This document outlines steps in the peer review of teaching (PRT) process from the reviewee’s perspective. It also includes process information that the reviewee should be aware of, but may not be directly involved in. See Note 1 at the end of document.
Beginning of Term
☐PRT Coordinator (CTLT) meets with Dept. Head, JLP Director and CLP Director to confirm reviewer-reviewee matches for formative teaching consultations and summative peer reviews.
☐Dept.Head sends memo to 12-month Lecturers with details of the program and information about process. This memo specifies due dates.
☐PRT Coordinator contacts reviewers and reviewees with introductions and brief outline of next steps.
Prior to the Pre-Observation Meeting
Prior to the pre-observation meeting, reviewees will:
☐Meet with the PRT Coordinator to familiarize themselves with the Departmental process, as outlined at: This is a mandatory meeting before the first formative teaching consultation and before the first summative peer review of teaching.
☐Read over the forms titled “Formative Teaching Consultation Report 12-Month Lecturer” or “Summative Peer Review of Teaching Report 12-Month Lecturer” and come prepared to discuss with reviewers at the pre-observation meeting.
☐Select some dates that would be suitable for a classroom observation of teaching. For a summative review, the reviewee can opt to have two classroom observations of teaching (the same classes must be attended by both reviewers). Dates will be discussed and agreed upon by the reviewee and reviewers at the pre-observation meeting.
☐Collect materialsthat the reviewee will need to provide as part of the PRT.
For aformative teaching consultation, materials may include:
- Course syllabus
- Lesson plan
- Teaching dossier
- Teaching philosophy statement
- Assignments
- Exams
- Evaluations of teaching
- Previous formative teaching consultation reports (we highly encourage reviewees to share these reports, or reflections from these reports, with their reviewers)
For a summative peer review of teaching, materials must include:
- Syllabi of courses you have taught at UBC for the past 5 years
- Statement of teaching philosophy
- 3-5 samples of assignments, projects or quizzes you have used
- 1-2 sample lesson plans you have used in the past
- Lesson plan for the class to be observed. (If it is not yet available on the pre-observation meeting day, submit before or on the class observation day.)
Note: Materials from the formative teaching consultation list can also be shared. We highly encourage reviewees to share previous reports, or reflections from these reports, with their reviewers.
During the Pre-Observation Meeting
During the pre-observation meeting, reviewees and reviewers:
☐Review the PRT process.
Some items to discuss include:
- confidentiality
- how the“12-month lecturer PRT review form” will be used
- format of the report
☐Discuss the reviewee’s goals for the peer review, if this is a formative review. If it is summative review, discuss the summative review form and how it will be used in the process.
☐Discuss the instructor’s approach to teaching and assessment, the course context and any specific challenges/issues.
Note: The formative review is “reviewee-driven”. Reviewees are strongly encouraged to reflect on and discuss their approach to teaching and assessment, the course context and any specific challenges/issues. The summative review is “criteria-driven”. As such, reviewers and reviewees will go through all the criteria on the summative review form, in addition to discussing the reviewees’ approach to teaching, goals, course content, specific challenges, etc.
During the Pre-Observation Meeting (continued)
☐Review and discuss the instructional materials provided by the reviewee, if these have been provided ahead of this meeting. If these have not been collected and reviewed ahead of time, reviewers will obtain the materials during the meeting or soon after.
☐For a smaller class, revieweesshouldlet the reviewers know where to sit (during the observation) so as to create less interference in the class.
☐Discuss filming the instructional session. Filming is optional, but highly encouraged as reviewees can learn a lot from watching themselves teach. If reviewees opt out of filming, they should send an email to Isabeau Iqbal ().Please note that the recording belongs to the reviewee.
If this is a summative peer review, the reviewee should bring the recording to the post-observation meeting to supportdiscussions of pedagogical success and address issues.
☐Confirm dates for:
- the observation
- the post-observation meeting
- submission of the final report to Head of the Department.
Classroom Observation of Teaching
☐During the classroom observation of teaching, reviewees teach while reviewers observe and take notes.
☐Classroom session is filmed (optional).
After the Classroom Observation of Teaching
After the classroom observation of teaching, reviewee:
☐Reflects on the classroom teaching, his/her goals, and process to date.
Post-Observation Meeting
At the post-observation meeting:
☐Reviewee and reviewers discuss the classroom teaching, goals, and process to date. Together they review the “Formative Teaching Consultation Report 12-Month Lecturer” or “Summative Peer Review of Teaching Report 12-Month Lecturer,” as relevant.
The formative report is confidential and only seen by the reviewers and reviewee, unless the reviewee decides to share it.
The process for the summative peer review of teaching report is as follows:
Step 1. The report is co-written by the reviewers and presented as a final document at the post-observation meeting. At that meeting, the report is discussed in detail (we recommend you set aside 2 hours for the post-observation meeting). The reviewee signs the report and has the following choices:
- Sign and accept the report as is.
- Sign and indicate they will dispute the report. Disputing the report means the instructor will submit a written response to the Dept.Head within 2 weeks of the post-observation meeting.
- Sign and take 5 business days to determine whether they want to respond. If the instructor opts to respond, s/he must submit their response within 2 weeks of the post-observation meeting.
Step 2. Reviewers submit it to the Dept.Head.
☐Once the report has been shared with the reviewee (formative teaching consultation) or submitted to the Dept.Head (summative peer review), reviewers send an email to the PRT coordinator to let her know the process has been completed.
☐The reviewee and PRT coordinator will have a confidential meeting for the purpose of program enhancement. The focus of this conversation will be to get feedback, from reviewees, on how to strengthen the program and what worked well.
Note 1:
The reviewee may want to read through the checklist for reviewers to have a sense of what the reviewers are being asked to do in the various stages.
Please contact Dr. Isabeau Iqbal with any questions about the peer review of teaching process.Phone: 604-827-0648
Email:
1
Peer Review of Teaching Reviewee Checklist August2017