Peer Review of Colleagues' Teaching
Between 2004 and 2008, a number of RWC faculty participated in a faculty learning community called the Peer Review of Teaching facilitated by Lesta Cooper Freitag and Janice Denton. The FLC was modled after the AAHE Standford Institute on Peer Review of Teaching. Faculty met quarterly, or in a week-long session to reflect on and explain the design and activities of particular courses.


**Peer Review Resources**

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Nancy Chism's Peer Review of Teaching is an important resource on this topic.


Here are suggestions for Peer Classroom Observations at RWC.

There are products from classroom observations that can be requested for RPT purposes: 1) evaluative letter or 2) formative feedback that the instructor can choose to write a response to and include as evidence of continuous improvement or reflective teaching. These approaches are for different purposes and might appear in completely different sections of the folder. An evaluative letter would appear in a separate peer review of teaching section of the RPT folder. Formative feedback might be included with an accompanying statement of faculty reflection or description of the resulting teaching changes. This would generally appear in the teaching chapter under evidence of effective teaching. Before the classroom visit, the faculty member should specify the purpose of the visit. The faculty member has the choice to include this material in an RPT folder.

Evaluative letter.
A good letter answers many of the following questions, providing concrete examples from the class as appropriate.

1) Does the instructor present the material in ways that will help students structure the material, e.g., overviews, Visual aids, handouts?
2) Besides lecture, what does the instructor do to help students master the material? Are these techniques effective or innovative? Does the instructor have an effective presentation strategy?
3) Does the instructor employ assignments, or activities that encourage critical thinking?
4) Does the instructor create rapport in the classroom?
5) Does the class reveal intentional instructional strategies purposefully chosen to promote learning? (The instructor may need to discuss this with the observer before or after the class.)
6) Describe the suitability of the content for the course and the expertise at which the content was presented.
7) Do you think the techniques used help students learn in the best possible way?

Formative feedback.
Formative feedback is designed to help faculty members improve their teaching. One way to offer the formative evaluation is to describe the things that the instructor already does well, and to provide two suggestions for improving the learning environment. Alternately, the observer may use a structured rating sheet, such as the one provided on the next page. Then, the observer should indicate which areas to focus improvement efforts, with suggestions and resources if possible. The Learning and Teaching Center can help you identify sources for ideas for specific improvement interests. The instructor might explore documenting his or her particular pedagogical methods through a faculty learning community.

The following websites provide prompts for reflection about teaching.
§ Lecture skills checklist:
§ http://www.reproline.jhu.edu/english/6read/6training/lecture/sp605web.pdf
§ Questions to guide reflection on a videotaped self-review or a colleague review: http://www.cte.uiuc.edu/Did/docs/LECTURE/Lecture4.htm